客家八音桌遊融入國中音樂課程之學習成效

The Learning Outcome of Hakka Bayin Music Board Game Integrated into Junior High School Music Curriculum

李君嫻(Lee Chun-Hsien)

指導教授 ： 鄭春發 ； 姜宜君

國立屏東科技大學/人文暨社會科學院/客家文化產業研究所/碩士(2022年)

https://doi.org/10.6346/NPUST202200417

摘要

有鑑於時下學生受電子產品與寬廣無邊網路的影響，學習動機逐年減弱，對流行文化的一味模仿、趨之若鶩，相對地傳統文化一知半解或毫無涉獵，研究者身為教育第一線人員，希望在兼顧學生的個別需求、尊重多元文化與族群差異為前題，規畫以客家八音為主軸之遊戲式課程。
屏東有豐富的六堆客家文化資產，本研究設計了｢客家八音齊飆音」桌遊，對象為屏東縣兩所國中八年級學生，將所有受試學生做調節焦點分類，並導入遊戲式學習，施行相關知識的前測、後測，分析不同類型學生經由遊戲式學習，理解、認識傳統客家八音的成效。研究結果如下：
(一)學生透過遊戲式學習，能輕鬆地認識傳統樂器與客家八音，並於前測、後測呈現明顯的成績差異。
(二)不同調節焦點的學生，均能在遊戲式學習中啟發學習動機、增進解決問題能力，達到預期的學習成效。
(三)經訪查發現，國中音樂教師均認同遊戲式學習的課室能幫助學生理解音樂相關技能與知識，增進學習成效。
本研究結果證實遊戲式學習導入國中音樂課程之學習成效是正向有效的，因此希望藉此將遊戲式學習普及於傳統文化教育，讓E世代族群能自主欣賞、理解，進而齊力推廣傳統客家文化。

關鍵字

客家八音 ； 遊戲式學習 ； 桌遊 ； 調節焦點

並列摘要

The Ministry of Education promotes the 2019 Tawan education policy with the vision of "nurture by nature and lifelong learning," hoping to consider students' individual needs and respect for multicultural and ethnic differences. They anticipate provocation of learning and the popularization of traditions, thus introducing a game-based learning method to the middle school music curriculum.
Pingtung is copious of Liudui Hakka's cultural heritage. The researchers chose the Hakka Bayin instruments as a base and designed the board game "Hakka Bayin in unison" to promote traditional music learning. They desire to introduce the obscured Hakka Bayin to eighth-graders without the use of electronics, through which they can stimulate their multiple intelligences (Howard Gardner, 1983) in music, language, mathematics, interpersonal relations, and introspection. We selected two junior high schools within Ping-tung county during the research process and categorized the students by self-regulation focus. They analyzed different types of students' understanding and acquaintance with the traditional Hakka Bayin through the introduction of game-based learning and the pre-test and post-test of pertinent knowledge. The results of the study are as follows:
Game-based learning and the repeated organization and digestion of knowledge may allow students to effortlessly absorb information on traditional instruments and differentiate the Hakka Bayin from Chinese musical instruments "Bayin," creating a significant contrast in the pre-test performance and post-test.
Students can inspire learning motivations, improve problem-solving abilities, and increase strategic thinking from game-based learning despite having different self-regulatory focuses. Driven by exciting and competitive activities, students with either promotion focus groups or prevention focus groups are aware of the resources at their disposal and use them effectively to achieve the expected academic result.
Introducing Hakka Bayin through board games is an opportunity to bequeath traditional culture： students will understand the similarities and differences between Bayin and Beiguan music heard in temple fairs or the cultural meaning behind its use in festivals and occasions of performance. Lastly, captivated by Hakka's traditional culture, grasp it, and popularize it.
The results of this research authenticate that game-based learning in the junior high school music curriculum is efficacious. Teachers involved in the classes introduced to game-based knowledge reported positive feedback; therefore, desiring this teaching method to be popularized in general education, allowing "Generation E" to appreciate and promote traditional Hakka culture.

並列關鍵字

Game-Based Learning ； Hakka Bayin ； Board Game ； Self-Regulation Focus

參考文獻

Lee, A. Y., Aaker, J. L., & Gardner, W. L. (2000). The Pleasures and Pains of Distinct Self-construals: The Role of Interdependence in Regulatory Focus. Journal of Personality and Social Psychology, 78, 1122-1134. doi: 10.1037/0022- 3514.78.6.1122

中文部分

(一)論文

尤晨筠(2017)，桌上遊戲融入自然科學對國小六年級生學習動機與學習成就之影響，國立台南大學數位學習科技學系碩士論文。

方淑媄(2018)，桌遊融入國中英語科補救教學以提升學生學習動機和文法學習成效之行動研究，正修科技大學資訊工程研究所碩士論文。