一位音樂律動教師教學之後設認知研究

A Matacognitive Research on the Teaching of a Kid's Rhythmic Movement Teacher

謝依廷(Yi-Ting Hsieh)

指導教授 ： 陳淑文

國立清華大學/藝術學院/音樂學系音樂碩士在職專班/碩士(2017年)

摘要

中文摘要

本研究旨在觀察與訪談一位音樂律動教師歷時12堂課的教學歷程，並根據Brown的後設認知理論架構分析音樂律動教師其教學歷程中所隱含的後設認知內涵。目的為探究音樂律動教師對自我與教學環境知識的察覺和教學上如何計畫、監控和檢核。本研究採用觀察法、訪談法以及文件分析法進行個案研究。研究過程中使用教學觀察紀錄表和訪談逐字稿等作為相關資料來源。
本研究結果發現如下：
一、音樂律動教師其教學歷程之認知的知識
(一) 過去的學習經驗和教學經驗讓現在的教學更豐富
(二) 尊重學生的特質並因材施教
(三) 善用教學環境資源並保持良好的親師關係促使教學更順暢
(四) 不停止的學習拓寬教學視野

二、音樂律動教師其教學歷程之認知的調整
(一) 教學計畫方式依據舊經驗做適當的調整
(二) 教學的呈現隨時依學生的反應做調整並適時讓學生自由發揮
(三) 教學的執行方式以固定的流程模式再做變化
(四) 對於學生的表現給予更多的彈性、空間和時間

關鍵字：音樂律動、後設認知、個案研究

關鍵字

音樂律動 ； 後設認知 ； 個案研究

並列摘要

Abstract

The purpose of this study is to observe the teaching process for 12 sessions of a rhythmic movement teacher, and to conduct interviews with the teacher; furthermore, to analyze the metacognitive implication(s) of the teaching process according to Brown's metacognitive theoretical framework. The object is to investigate how does a rhythmic movement teacher recognize herself and the knowledge of her teaching environment, as well as to probe into the practices of planning for, monitoring and invalidating her teaching. The case study of this research was conducted using observation, interview and documentary analysis methods. Sources referenced in the process include teaching observation schedules and interview transcripts.
This research concluded with the following results:
I. Knowledge of the teaching process of a rhythmic movement teacher
i. Learning and teaching experiences from the past help to enrich the teaching at present.
ii. Respect different qualities of individual students and and teach accordingly.
iii. Employ resources in the teaching environment and keep good parent-teacher relationship, so as to achieve successful teaching.
iv. Consistently learn to broaden one's horizon in terms of teaching.

II. Adjustments of the teaching process of a rhythmic movement teacher
i. Made adjustments to the teaching plans according to one's previous experiences.
ii. Present one's teaching depend on the reactions from the students, allow creative minds properly.
iii. Vary one's teaching implementation based on a constant mode of flow.
iv. Allow more flexibilities, spaces and time for the students to demonstrate.

Keywords: rhythmic movement、metacognitive、case study

並列關鍵字

rhythmic movement ； metacognitive ； case study

參考文獻

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