直笛教學對提升國小三年級學童節奏能力之行動研究

An Action Research by Recorder Teaching to Enhance the Rhythmic Ability and Learning Response of the Third Grade Student in the Elementary School

陳慧娟(Chen Hui Chuan)

指導教授 ： 蔡清田

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2012年)

摘要

本研究以直笛教學提升國小三年級學童節奏能力為研究主軸，依據情境分析結果發展直笛教學融入節奏教學的課程，並藉由課程的實施，評估課程實施之成效。
研究目的為：研究者透過直笛教學之行動研究，探討對國小三年級學童節奏能力之成效及學童之學習反應，由課程發展所遭遇之問題，規劃、設計、實施及評鑑行動方案之成效與省思，以達成課程發展之目的。主要研究問題如下：
一、如何規劃提升國小三年級學童節奏能力的直笛教學行動方案與省思？
二、如何設計提升國小三年級學童節奏能力的直笛教學行動方案與省思？
三、如何實施提升國小三年級學童節奏能力的直笛教學行動方案與省思？
四、如何評鑑提升國小三年級學童節奏能力的直笛教學行動方案與省思？
本研究結論如下：
一、由提升學童節奏能力的直笛教學行動方案之規劃與省思中發現：情境分析是行動方案的根基，有助於行動方案的進行；學習情境的分析，能協助研究者瞭解與掌握研究情境的實際需求，有助於課程的準備，且利於導引研究的方向；透過教師團隊的合作，有助於行動研究的進行。
二、由提升學童節奏能力的直笛教學行動方案之設計與省思中發現：分析能力指標以建立教學目標，可提供課程具體的設計方向；教學夥伴群協助教學活動方案的設計，能有效提升教師的專業；課程設計須考量學生的需求，老師必須擁有審核與編選教材的能力。
三、由提升學童節奏能力的直笛教學行動方案之實施與省思中發現：直笛與節奏的基本訓練需持之以恆；每週練習直笛可加強學生對吹奏技巧的熟練度，直笛教材因欠缺統整性與連貫性，教師必須視學生程度作適當的調整；教師需具備資訊素養，善用多媒體教材與資源，以提升學生的學習興趣；學校排課需顧慮動靜態課程的編排與教學環境；善用教學策略以維持教室常規；透過直笛遊戲來訓練節奏，可以提升學生的學習動機與興趣。
四、由提升學童節奏能力的直笛教學行動方案之評鑑與省思中發現：直笛教學能有效提升三年級學生的節奏聽辨能力與擊拍穩定能力；直笛教學提升節奏能力的教學模式，學習活動比較有趣，對學生的節奏能力與直笛吹奏能力均有幫助；多元的教學活動有助於提高學生的學習動機與效果；多元的教學評量有助於了解學生的學習成效。

最後根據本研究之結論，分別對於「教育行政單位」、「有意從事直笛教學音樂教師」及「未來研究」提出建議。

關鍵詞：直笛教學、節奏能力、學習反應、行動研究

關鍵字

直笛教學 ； 節奏能力 ； 學習反應 ； 行動研究

並列摘要

Abstract
This study is an action research on the rhythmic ability of the third grade student in the elementary school by recorder teaching. We developed a new rhythmic curriculum for recorder teaching, and assessed the effectiveness of this curriculum according to the Situation Analysis.

The purpose of this study is designed for assessing the effectiveness of the new rhythmic curriculum of the recorder teaching program by an action team. We discovered the issues about this curriculum and resolve them to approach the goal.

The main research issues are as follows:
1. How to plan and reflect the rhythmic curriculum of the recorder development by action projects into the third grade elementary school?
2. How to design and reflect the rhythmic curriculum of the recorder development by action projects into the third grade elementary school?
3. How to implement and reflect the rhythmic curriculum of the recorder development by action projects into the third grade elementary school?
4. How to evaluate and reflect the rhythmic curriculum of the recorder development by action projects into the third grade elementary school?

Conclusions：
1. In terms of the “planning” of the action projects: The Situation Analysis was the base of this study, and contributed the implement of this study. The analysis of learning situation contributed to understand and control the practical needs of this study, support the preparation of the curriculum and give the specific direction of the course design. The cooperation of teaching team contributed the proceeding of the action research.
2. In terms of the “design” of the action projects: It provided the practical direction of curriculum by analyzing Competence Indicators to establish the Curriculum Goals. Teachers’ professional ability would be promoted in the action research by the assistance of the partner. Teachers must concern of the needs of students and have the ability to verify and compile the curriculum.

3. In terms of the “implementation” of the action projects: The training program of recorder and rhythmic ability should be performed weekly to enhance the proficiency of the playing skill. How to adjust the curriculum by students’ ability is important because of lacking of coherence and integration of the teaching material. Teachers should be familiar with multimedia tools and applications to improve learning interest of student. Arrangement of dynamic and static teaching environment should also be concerned. All of the teaching strategy could promote the rhythmic ability and motivation of learning.
4. In terms of “evaluation” of the action projects: the training program of recorder could enhance the listening ability of rhythmic discerning and stability of the beating time. Recorder teaching enhanced the rhythmic ability and proficiency of the skill. The more interest about the curriculum, the more improvement of rhythmic ability and playing skill will improve. Organized multi-teaching strategies improve the learning motivation and response. Using the Multi-assessment tools will improve to understand the effectiveness of the learning program for students.

Finally, some suggestions for the school administrative departments, teachers intending to teach recorder and those engaged in the further research will be offered respectively according to the conclusions of this study.

Key words: recorder teaching, rhythmic ability, learning response, action research

並列關鍵字

recorder teaching ； rhythmic ability ； learning response ； action research

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