幼兒園音樂教學設計與幼兒音樂表現能力成效之研究

本研究旨在探討分析以幼兒感官發展理論和音樂樂理認知的發展、結合幼兒園教保活動課程大綱中美感領域作為音樂教學設計之依據，再分析幼兒在音樂學習表現能力之成效的研究，範疇包括探究幼兒園音樂教學設計之歷程、幼兒的音樂表現能力歷程及運用音樂元素的創意性表現能力成效之研究。本研究以臺中市某非營利幼兒園中，其中一班30位混齡（4～5歲7位、5～6歲14位、6～7歲9位）的幼兒為研究對象，研究採以實驗教學歷程和每次幼兒音樂表現狀況觀察紀錄進行研究與分析，總教學實驗次數為16次（一週2次持續8週）每次30分鐘，在第12次和16次課程中進行幼兒音樂表現能力評量，運用教育部國民及學前教育署編製之「幼兒園教保活動課程-幼兒學習評量手冊想像創造評量指標2：能透過音樂進行想像創作」作為幼兒音樂表現能力之評量依據。研究者在8週的音樂教學設計與實際教學的歷程中，先以幼兒身體律動和音樂元素力度帶入的實體樂器體驗後，幼兒對音樂認知有基本概念，尤以音符和節奏的理解與樂器操作上，成效較佳。再進入音樂三元素的課程，研究者以音樂賞析與唱遊，讓幼兒從旋律與節奏中建立音樂元素的要點，促進幼兒自主創作樂曲的能力。

關鍵字

幼兒；音樂教學；音樂表現能力

並列摘要

This study aimed design music teaching in preschools for 3～6- years--old children based on cognitive development theory and sensual development of children, basic theory and appreciation of music and aesthetic education of ECEC curriculum framework (Taiwan, R.O.C.) , Then, a relation between effectiveness of musical performance and music teaching. The Study included research on the course of music teaching design in preschools, the children's effectiveness of musical performance and the ability to use musical elements to create music. In this study, a non-profit preschools in Taichung City, objects is a class of 30 mixed-age classes, The age of children includes (7 children from 4 to 5 years old, 14 children from 5 to 6 years old, 9 children from 6 to 7 years old). Research methods take front and back quasi-experimental designs. Observe and record every time child's music class. The total number of teaching experiments is 16 times (2 times a week for 8 weeks) 30 minutes each time. In the 12th and 16th courses, children's musical performance evaluation based on imaginative creativity indicators 2 of the Early childhood learning assessment.