音樂美語教學對幼兒美語理解力及節奏能力之實徵性研究

An Empirical Study on Developing Young Children''s American English Comprehension and Rhythm Ability through Music

陳音如(Yin-Ju Chen)

指導教授 ： 李玲玉

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2009年)

摘要

本研究旨在運用音樂美語教學，瞭解三歲至四歲半幼兒在美語的理解力及節奏能力之學習情形。研究目的為：一、瞭解音樂美語教學對幼兒在美語理解力的學習情形。二、瞭解音樂美語教學對幼兒在節奏能力的表現情形。
　　研究教學時間分為三階段，第一為前測、第二為實施期、第三為後測，每週二次課程，一次50分鐘，研究時間為期三個月。課程設計以李玲玉博士之課程架構為主，教學內容依序為歡迎歌、點名歌、字母歌、音樂律動、音樂故事、音樂唸謠、音樂欣賞、再見歌等八項音樂活動。
　　研究方法採用質性研究的參與觀察法為主，量化數據為輔。資料來源有半結構音樂美語活動觀察表、軼事紀錄、音樂美語活動評量表、節奏測驗評量表、家長版教案回饋單、家長訪談、音樂美語活動回饋表等。其研究結果如下：
一、透過音樂美語教學的課程，能夠提昇三歲至四歲半的幼兒美語理　　解力與節奏能力。加上社會效度之統計結果支持本研究結果，故　　音樂美語教學對幼兒的美語理解力與節奏能力方面，為正向且有　　效的教學法。
二、在美語學習歷程中，幼兒對於美語理解力與節奏能力的適應歷程為三階段。分別為觀察摸索期、輸入練習期與回應運用期。其教學原則以重覆學習的特性，運用各種樂器、教學工具，來吸引三歲至四歲半的幼兒學習美語理解力與節奏能力興趣，進而提昇能力。

關鍵字

節奏能力 ； 美語理解力 ； 幼兒 ； 音樂美語

並列摘要

Abstract
This study investigated developing young children’s American English comprehension and rhythm ability through music. The objectives of the research included：
1. To understand children’s language comprehension performance by teaching American English through music.
2. To understand children’s rhythm ability performance by teaching American English through music.
The subjects were 13 children aged 3-4.5. Instruction was given for 50 minutes, twice a week, for a total of three months.

Activities included: “Hello” Song, “Attendance” Song, “ABCs” Song, Music Movement, Musical Storytelling, Musical Chanting, Music Appreciation, and “Goodbye” Song.

The main methodology was a qualitative study and quantitative data was used to receive objective support. Data from the semi-structured musical activities observation notes, feedback forms from parents, questionnaires and interviews, American English comprehension assessments and rhythm assessments, musical activities feedback forms, and records of special events.
The results of the study were the following:

1. Using music has a positive affect on teaching American English comprehension and rhythm ability scores were found to be higher.
2. Language learning and rhythm adjustment can be divided into three periods: the observation period, the input and practice period, the reply and the output period. Furthermore, repetition was helpful for children to learn American English, comprehension and rhythm ability.

並列關鍵字

American English Comprehension ； Rhythm Ability. ； Teaching American English through Music ； Young Children

參考文獻

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