本研究旨運用音樂美語教學,瞭解融合班五歲至六歲幼兒美言表現之學習情形。研究目的為:一、透過音樂美語活動的方式,分析融合班一般幼兒美語表現的學習情形。二、運用音樂美語活動的方式,分析融合班特殊幼兒美語表現的學習情形。 研究教學共進行兩個主題,每一主題皆分別進行七週的教學,教學內容共分為三階段,第一階段為前測,第二階段為實施期,第三階段為後測,每週實施二次課程,每次四十分鐘,為期十四週,共二十八次教學。課程設計依據研究樣本之身心發展原理,及運用指導教授之研究課程架構為主,共有三個活動項目,分別為歡迎歌、點名歌、音樂律動、音樂遊戲、音樂故事、音樂欣賞及再見歌。研究方法採用質性的參與觀察,資料收集方式以參與觀察及訪談為主,除了以質性方式蒐集與分析資料外,加以量化數據為輔,蒐集資料來源有:半結構音樂美語活動觀察表、音樂美語軼事紀錄表、語言測驗評量表、問卷與訪談紀錄、音樂美語活動回饋表。其研究結果如下: 一、 一般幼兒接受音樂美語活動課程後,在美語表現能力上均有正向的表現,且社會效度之統計結果亦支持本研究結果,故音樂美語課程,為提升一般幼兒語言表現能力之有效課程。 二、 特殊幼兒接受音樂美語活動課程後,在美語表現能力上均有正向的表現,且社會效度之統計結果亦支持本研究結果,故音樂美語課程,為提升特殊幼兒語言表現能力之有效課程。
The purpose of the study was to promote young children’s American English language performance ability through music. The objectives of the research included: 1. To understand children’s language performance by teaching American English through music. 2. To promote special children’s language performance by teaching American English through music. The method was based on qualitative reports and quantitative analysis was used to receive objective support. The results were interpreted based on data collected via semi-structured observation forms from two observers, interviews with parents and the kindergarten teacher, musical activities feedback form, and the researcher’s record of special events. The study results were the following: 1. Teaching American English through music to mainstream children had positive effects on their language performance, and the statistical results of social validity also supported this observation. 2. Teaching American English through music to special needs children had positive effects on their language performance, and the statistical results of social validity also supported this observation.