國小學童選擇音樂性社團影響因素之研究-以屏東市為例

現代社會少子化，父母親教育水準提升與升學環境改變，不再以智育的發展為教育的唯一考量，因此學校內各種才藝社團逐年增加，提供學生多元發展之學習選擇，其中，音樂性社團在各類才藝社團中佔有極大比例，抑是孩童家長相當重視的一部分。本研究旨在探討屏東市國小學童選擇音樂性社團影響因素之研究，係針對屏東市有開設音樂性社團的小學進行取樣，並以問卷調查進行資料蒐集工作，總計發放200份問卷，回收有效問卷計179份，有效回收率89.5%。在資料分析上，運用敘述性統計、獨立樣本t檢定、單因子變異數分析等方法，綜合分析討論得以下發現：一、不同年齡的學童對學習音樂之觀感興趣與情感興趣存在著顯著差異。二、不同性別的學童對學習音樂之情感興趣有存在顯著差異。三、參加社團的類型對於孩童學習音樂的情感興趣有著顯著的差異。四、學童主要學習樂器的類型與學習音樂的觀感興趣與情感興趣有顯著的影響。五、學童學習音樂的起因對於學習音樂的觀感興趣與情感興趣有顯著的差異。六、學童學習音樂的環境於學習音樂的觀感興趣與情感興趣有顯著的差異。七、學童參與音樂性社團的時間與音樂學習的情感興趣有顯著的差異。八、學童每周花費時間的長短對於學習音樂的觀感興趣與情感興趣有顯著的差異。

關鍵字

音樂性社團；參與動機；學習興趣

並列摘要

Nowadays, due to the rising of parents’ education levels and the environmental changes of furthering one’s study, parents are no longer utilizing the development of intellectual education as only consideration in education. Therefore, the number of art clubs in schools is rising so as to provide diversified developments to students. The music-related clubs take high percentage among art clubs and are the critical parts to which parents give weight. This study focuses on the influencing factors that affect elementary school students in Pingtung city choosing music-related clubs. This study employs the sampling of elementary schools which have music-related clubs in Pingtung city by conducting questionnaire survey. Total 200 questionnaires were issued and collected 179 valid questionnaires, the effective response rate was 89.5%. 　　This study utilizes descriptive statistics, independent-sample T test, One-way ANOVA, Scheffe multiple range test to analyze data, and the results of integrated analysis are found below: 1.The age factor leads to significant differences in students' emotional and sensible interests of learning music. 2.The gender factor leads to significant differences in students’ emotional interest of learning music. 3.The factor of categories of art clubs leads to significant differences in students’ emotional interest of learning music. 4.The factor of music instruments leads to significant differences in students' emotional and sensible interests of learning music. 5.The causes which make students learn music are the factors that lead to significant differences in students’ emotional and sensible interest of learning music. 6.The environmental factor leads to significant differences in students' emotional and sensible interests of learning music. 7.Significant differences exist between the times that students participating in music-related clubs and emotional interest of learning music. 8.The time that students spend each week leads to significant differences in students’ emotional interest of learning music.