本研究結合語音辨識、評分機制以及精熟學習之精神,設計出一套可以具體操作的「音樂學習系統」,探討運用此音樂學習系統在合唱教學之學習成效,並進一步探究不同學習成就學生學習成效之差異情形。此外,本研究亦探討在學生參與研究者教學後之想法。 本研究採不等組前後測準實驗設計,以研究者任教學校之合唱團60位學生為研究對象,分實驗組與控制組各30位樣本,實驗組採用「音樂學習系統」進行課後自主學習,控制組則採用「聆聽錄製教學CD模式」進行課後自主學習,實驗教材為當年度合唱團參賽之指定歌曲以及自選曲,進行為期十二週之自主學習。透過「音樂成就測驗」與「音樂學習態度量表」兩個研究工具蒐集資料,再分析比較實驗組、控制組學生在相關歌曲之歌唱能力之差異關係,以瞭解學生學習成效。 資料分析中採用獨立樣本t檢定、相依樣本t檢定、皮爾遜積差相關進行統計分析。依據資料分析結果,本實驗研究獲得之結論如下: 一、 實驗組與控制組學生整體歌唱學習成效有顯著差異。 二、 實驗組與控制組學生節奏要素學習成效有顯著差異。 三、 實驗組與控制組學生音準要素學習成效有顯著差異。 四、 實驗組與控制組學生音量要素學習成效有顯著差異。 五、 實驗組學生學習成效與態度呈現無相關結果。 六、 控制組學生學習成效與態度呈現無相關結果。
This study combines the technologies of speech recognition, speech assessment and mastery learning to design a ''music learning system'' for concrete operation. The study probes into the learning efficiency of chorus teaching using this system and the different learning efficiency of students with different learning achievements on choir members in junior high school. In addition, this study probes the attitude of the music on school child afterward. The samples of this study are 60 students in the choir. These subject were assigned to two groups: Experiment and Control. The Experimental takes the computer-assisted instruction ''music learning system'' as method. The Control takes traditional choral learning mode as method. This study is respectively proceeding through 12 weeks. The outcomes were based upon data collection by the music achievement test and the music learning scale. All experimental data analysis using independent-sample t test、pair-sample t test and K. Pearson''s product-moment correlation. According to the outcomes, we have some conclusions. 1. There is a great difference in thorough music learning between the Experiment and the Control. 2. There is a great difference in rhythm、volume and pitch between the Experiment and the Control. 3. There is a great difference in attitude of the music between the Experiment and the Control. 4. There is no significant different between learning outcomes and attitude of the Experiment. 5. There is no significant difference between learning outcomes and attitude of the Control.