行動載具融入國中音樂創作教學之行動研究

本研究旨以行動載具融入國中音樂創作教學之行動研究，本研究目的有二：第一、瞭解行動載具運用於國中音樂創作教學，學生之學習情形。第二、探究教師運用行動載具於國中音樂創作教學之省思。藉由行動載具的融入，共實施兩次教學總計八節課，研究對象為八年級總計125名學生。本研究獲得以下結論：一、從學生之創作成果及學生學習回饋問卷顯示，行動載具融入國中音樂創作教學，可幫助學生達成學習目標，且提高學習興趣 (一)行動載具融入國中音樂創作教學，學生創作評定於第一次教學皆達到「基礎」等級，於第二次教學循環皆達到「良好」等級。 (二)學生於兩次教學，對於個人是否達成學習目標之程度，皆表達同意。質性回饋中顯示，學生樂於動手決定創作的素材，於載具更改旋律創作出不同的作品滿有成就感。二、教師運用行動載具於國中音樂創作教學，必須考量載具之應用、課程程序之安排、教學策略之適宜性。而透過學生反應（回饋）可發現學生聽到成果後，滿有成就感。 (一)教師於課前應當選用適合的載具，且必須熟悉各類型載具及軟體之操作。 (二)老師於課堂程序上需預留時間給予學生熟悉載具，而老師的操作指引必須清楚、步調放慢，且教師必須時時確認學生載具操作情形並及時給予幫助。 (三)音樂創作課程以聆賞作為出發、學生再行思考，最後進行音樂創作。此教學策略方能幫助學生從音樂聆賞建立音樂概念。 (四)行動載具融入音樂課程，於第一次教學，學生反應熱絡踴躍，部分學生已有學習遷移的效果。而第二次教學，發現學生於音樂創作之目的不光只是學習音樂元素，更要懂得運用音樂素材豐富自身作品。依據前述結論，研究者向教學者、未來研究者、內容研究提出建議，以作為行動載具融入國中音樂創作教學之參考。

關鍵字

行動載具；音樂創作教學；行動研究

並列摘要

The purpose of this research is to integrate mobile devices into Junior High school music creation teaching. This research has two purposes: First, to understand the learning situation of students when mobile devices are used in Junior High school music creation teaching. Second, in order to explore the reflection of teachers using mobile devices in the teaching of music creation in Junior High schools. Teachers will design Teaching courses with mobile devices, and teach a total of eight lessons. The research object is a total 125 students in the eighth grade. This study reached the following conclusions: 1. According to the students' creative achievements and the students' learning feedback questionnaire, the integration of mobile devices into the teaching of music creation in Junior high school can help students achieve their learning goals and increase their interest in learning. (1) The mobile devices is integrated into the Junior high school music creation teaching, and the students' creation assessment reaches the "Basic" level in the first teaching cycle, and the "Good" level in the second teaching cycle. (2) Students have expressed their agreement on the extent to which individuals have achieved their learning objectives during the two teaching sessions. The qualitative feedback shows that the students are willing to decide the material for creation, and changing the melody through mobile devices to create different compositions. 2.When teachers use mobile devices to teach music composition in Junior high schools, they must consider the application of devices, the arrangement of curriculum procedures, and the suitability of teaching strategies. And through student responses (feedback), it can be found that students feel a sense of accomplishment after hearing the results. (1) Teachers should choose suitable mobile devices before class, and must be familiar with the operation of various types of devices and software. (2) Teachers need to reserve time for students to familiarize themselves with the each setting link of the devices in the course . The operation instructions of the teachers must be clear and the pace should be slowed down. The teachers must always confirm the operation of the students' devices and provide timely assistance. (3) The music creation course starts with listening, students rethink, and finally make music. Only this teaching strategy can help students build musical concepts from music listening. (4) The mobile devices is integrated into the music course. In the first teaching, the students responded enthusiastically and some students have already achieved the effect of learning transfer. In the second teaching, it was found in the students' responses and feedback that the purpose of music creation is not only to learn the elements of music, but also to know how to use music materials to enrich their own works, and after hearing the results, the students are full of a sense of accomplishment. Based on the conclusions, the researchers put forward suggestions to educators, future researchers, and content research, as a reference for the integration of Mobile devices into the teaching of music creation in Junior high schools.