台北縣國民中學藝術與人文領域音樂教學多元評量之現況調查研究

A Survey of Multiple Assessment Tools Used in Music Instruction of Arts and Humanities in Taipei County Junior High Schools

黃于芬

指導教授 ： 賴美鈴

國立臺灣師範大學/藝術學院/音樂學系在職進修碩士班/碩士(2006年)

摘要

本研究旨在了解台北縣國民中學藝術與人文教師進行音樂教學所使用的評量方式、對於實施多元評量的認同度以及所面臨的困擾。研究方法採用文獻分析及問卷調查法，使用研究者自編「台北縣國民中學藝術與人文領域音樂教學多元評量之現況調查問卷」，於民國九十五年五月間進行問卷調查，寄發全縣七十五所國中、兩百五十位擔任音樂教學之教師填答，回收率為58％(140/250)，資料統計採次數、百分比、平均數、質性分析等。問卷調查之分析結果如下：
一、教師認同且瞭解課程綱要所提及評量方式之定義；問卷調查的十一種評量方式中，「實作評量」為主要的評量方式，但實施的過程與方式仍未符合實作的目標；教師肯定「檔案評量」實施於音樂欣賞教學的成效；認知、記憶方面的教學內容則以「紙筆測驗」為主；「口語評量」的功能逐漸受到重視；評量人員仍以教師為主，但是「學生互評」的使用增加；「量表」、「軼事紀錄」、「自陳法」的使用比率不高。教師提供實施成效良好的評量方式中，以「實作評量」、「檔案評量」及「學生互評」為主。
二、教師對於實施多元評量呈正向態度，並肯定多元評量可提升學生學習興趣與動機，有助於音樂教學適性化和生活化。
三、教師對於實施多元評量感到困擾的因素包含：「教學周邊設備不足」，「且授課班級數過多」、「授課時數減少」；並期望在「建立多元評量設計方式之相關資訊與管道」、「提高家長對於多元評量的認知與持度」以及「學校行政單位給予配合與支持」方面獲得協助。

關鍵字

多元評量 ； 藝術與人文領域 ； 音樂教學 ； 台北縣

並列摘要

The purpose of this study was to investigate the assessment tools used in music instruction by the teachers of Arts and Humanities in Taipei County junior high schools, the degree of acceptance of the teachers in the implementation of multiple assessment, and the frustration faced with implementation. A survey was conducted during on May, 2006. The questionnaire was sent to 250 music teachers from 75 junior high schools of the entire county, with the return rate was 58％(140/250). The statistical treatments included frequency, percentage, average, and open-ended question were used to analyze data.
The major findings of this study included:
1. The teachers recognized and understood the definition of the assessment tools included in Grade 1-9 Curriculum Guidelines. Performance assessment is the major approach of assessment however the processes and the implementation were not correct. Other assessment tools recommended by the teachers were portfolio for the teaching of appreciation, paper and pencil test for the teaching of music fundamentals, and oral report. Most of the assessments were conducted mainly by the teachers, but the use of peer assessment was increasing. Assessment tools of rating scales, events records and self report was not used frequently. Most effective assessment tools recommended by the teachers were performance assessment, portfolio and peer assessment.
2. The teachers were positive to the implementation of multiple assessment , it would motivate students’ learning, and help music instruction become more appropriate and closed to daily life.
3. The teachers were most frustrated with the “lack of teaching facilities for the teaching”, “larged classes”, and the “short of teaching hours”, and hope to receive assistances in “building web site for the models of the multiple assessment”, “getting the support from the parents”, and “support from the school of administrators”.

並列關鍵字

multiple assessment ； Arts and Humanities ； music instruction ； Taipei County

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