應用數位學習平台於音樂節奏教學

Applying E-learning Platform to Music Tempo Instructions

黃秀儀(Hsiu-Yi Huang)

指導教授 ： 廖岳祥

亞洲大學/資訊學院/資訊工程學系碩士在職專班/碩士(2011年)

摘要

數位網路學習最大的特色就是學習者可以不受時空限制且依自己的喜好自主地學習，加上網路技術的普及，使得數位學習逐漸受到重視。因此，本研究旨在發展一個音樂科節奏教學數位學習平台，期能提供國小學生在課餘時間仍然能夠透過網路自由學習與加強自我節奏能力，而音樂教師也可透過本網站的架設提高學生學習成效，擴充並豐富數位節奏教學內容與達成網路多元分享的最終目標。本研究以高大宜音樂教學法節奏教學策略為教學主軸，設計一套數位節奏教學平台。本研究以國小五年級60位學童為研究對象，分成實驗組與對照組各30人為樣本。實驗組進行八週的「數位教學平台節奏教學法」，對照組則進行八週的「傳統節奏教學法」。

本研究以「數位學習平台」為主要實驗工具，並針對兩組學生進行學習成效及學習態度前測與後測分析。研究發現：(一)實驗組與對照組兩組學生在接受音樂節奏教學之後，節奏能力均有進步(二)使用數位學習平台進行音樂節奏教學比傳統節奏教學更有助於學生音樂節奏的學習，並有效提升學生節奏能力(三)使用數位學習平台進行音樂節奏教學的學生對節奏學習態度與興趣有顯著提升。因此，數位教學平台應用於音樂科節奏教學的教材是值得開發和研究的，希望本數位學習平台可持續發展或於後續研究提供參考之依據。

關鍵字

數位學習 ； 節奏教學 ； Moodle

並列摘要

The most prominent feature of digital network learning is that learners can study by their preferences without the limits of time and space, also with the popularity of internet technology, e-learning has been gradually taken seriously. Therefore, the purpose of this study was to develop an e-learning platform of music tempo instructions and expectably provide elementary school students an after-school instruction network to help students use their spare time to learn freely and enhance self-tempo abilities. By the means of the website construction, music teachers can enhance students’ learning effectiveness, also expand and enrich the digital tempo instruction contents and reach the ultimate objective of multiple sharing networks. In this study, the digital tempo instruction platform was designed mainly by the means of Kodaly music pedagogy tempo instruction strategy. The 60 fifth grade students participated in this study were evenly divided into the experimental group and control group. The experimental group was applied "digital instruction platform combined traditional tempo instructions" for eight weeks, and the control group was applied "traditional tempo instructions" for eight weeks. This study took "e-learning platform" as the main experimental tool, then two groups of students were asked to execute the pre-test and post-test analyses in learning effectiveness and learning attitudes. Finally, this study found that: (a) after receiving the music tempo instructions, both the experimental group students and control group students had made progress in their tempo abilities. (B) compared with the traditional tempo instructions, the e-learning platform for music tempo instructions was more helpful for students to learn music tempo, and it also effectively improved students’ tempo abilities. (C) those students applied the e-learning platform for music tempo instructions had significantly improved their learning attitudes and interests in tempo. Therefore, it’s worthy to develop and study e-learning platform used in music tempo instruction materials, and this e-learning platform would be expected to develop sustainably or provide as the references for future researches.

並列關鍵字

E-Learning ； Music Tempo Instructions ； Moodle

參考文獻

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