臺中市國民小學國樂團學生國樂學習態度、學習環境、學業學習成就對國樂學習成就影響之研究

A Study of Chinese Music Learning Attitude, Learning Environment, and Academic Achievement on Chinese Music Achievement among Elementary School Chinese Orchestra Members in Taichung City

洪基峯(Chi-feng Hung)

指導教授 ： 黃寶園

中臺科技大學/護理學院/文教事業經營研究所/碩士(2011年)

https://doi.org/10.6822/CTUST.2011.00006

摘要

本研究的目的在瞭解國民小學國樂團學生之國樂學習態度、學習環境、學業學習成就對國樂學習成就的影響，以及各變項間的關係，並探討不同背景之國民小學國樂團學生在各變項上之差異情形，希望藉由學生的國樂學習態度及學習環境與學業成就，預測國樂團學生之國樂學習成就。 本研究以九十九學年度參加全國學生音樂比賽國小組國樂合奏之臺中市國民小學國樂團學生為研究對象，以「國民小學國樂團學生國樂學習態度暨學習環境量表」為研究工具；另蒐集研究對象之學業學習成就及國樂學習成就，總計343人為研究對象，將所得資料以平均數、標準差、t檢定、皮爾森積差相關、單因子變異數分析與多元迴歸分析等統計方法進行分析。 本研究主要結論如下： 一、國樂團學生之國樂學習態度及對學習環境的知覺頗為正向。 二、國樂團學生之學業學習成就頗為優異且國樂學習成就達到中等以上。 三、不同性別、不同父母親教育程度、不同父母親職業、父母親有無學習樂器經驗的國樂團學生，在國樂學習態度及學習環境上的差異均未達顯著。 四、不同性別、父母親有無學習樂器經驗的國樂團學生在整體學業學習成就上的差異均未達顯著。 五、不同父母親教育程度及不同父母親職業之國樂團學生在整體學業學習成就上的差異均達顯著。 六、不同性別、不同父母親教育程度、不同父母親職業、母親有無學習樂器經驗的國樂團學生在國樂學習成就的差異均未達顯著。 七、父親有無學習樂器經驗的國樂團學生在國樂學習成就上的差異達顯著水準。 八、國樂團學生之國樂學習態度與學習環境之間的相關達顯著水準。 九、國樂團學生之整體國樂學習態度與學業學習成就之間的相關未達顯著水準。 十、國樂團學生之整體學習環境與學業學習成就之間的相關未達顯著水準。 十一、國樂團學生之國樂學習態度與國樂學習成就之間的相關達顯著水準。 十二、國樂團學生之學習環境與國樂學習成就之間的相關達顯著水準。 十三、國樂團學生之國樂學習成就與學業學習成就之間的相關達顯著水準。 十四、國樂學習態度、學習環境、學業學習成就可以有效的預測國樂學習成就。

關鍵字

國樂團學生 ； 國樂學習成就 ； 學習環境 ； 國樂學習態度 ； 學業學習成就

並列摘要

This study aims to investigate the relationship of Chinese music learning attitude, learning environment, academic achievement, and Chinese music achievement among elementary school Chinese orchestra members and also examine the differences between orchestra members with different background variables. This study expects to use Chinese music learning attitude, learning environment, and academic achievement as predictors of Chinese orchestra members’ music achievement.
This study investigated the relationships among Chinese music learning achievement, attitude, and academic achievement among students in Taichung City who participated in the competition for Chinese music ensemble of the National Music Competition for Elementary School Students in 2010. The sample comprised of 343 students. The “scale of Chinese music learning attitude and learning environment for elementary school orchestra members” was used. Besides, the students’ academic achievements and Chinese music learning achievements were also collected. Data were analyzed using methods including mean, standard deviation, t-test, Pearson product-moment correlation, one-way ANOVA, and multiple regression.
The main conclusions were as follows:
1.The students participating in Chinese orchestras had positive learning attitude and perceptions of their learning environment.
2.The students showed a high level of academic achievements and an intermediate-high level of Chinese music learning achievement.
3.The students’ Chinese music learning attitude and learning environment did not significantly vary by gender, parents’ education background, parents’ occupation, and parents’ experience of playing musical instruments.
4.The students’ overall academic achievement was not significantly affected by their gender or parents’ experience of playing musical instruments.
5.Parents’ education background and occupation were significant factors affecting the students’ overall academic achievement.
6.The students’ Chinese music learning achievement did not significantly vary by gender, parents’ education background, occupation or experience of playing musical instruments.
7.Father''s experience of playing musical instrument was a significant factor affecting the students’ Chinese music learning achievement.
8.The students’ Chinese music learning attitude was significantly related to their learning environment.
9.The students’ Chinese music learning attitude was not related to their academic achievement to a significant level.
10.The students’ learning environment was not related to their academic achievement to a significant level.
11.The students’ Chinese music learning attitude was significantly related to their Chinese music learning achievement.
12.The students’ learning environment was significantly related to their Chinese music learning achievement.
13.The students’ Chinese music learning achievement and academic achievement were significantly related.
14.Chinese music learning attitude, learning environment, and academic achievement were effective predictors of the students’ Chinese music learning achievement.

並列關鍵字

Chinese music achievement ； Chinese orchestra student ； learning environment ； academic achievement ； Chinese music learning attitude

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