透過您的圖書館登入
IP:3.235.46.191
  • 學位論文

國小音樂教科書各族群歌曲內涵之分析研究

The Study of Analyzing the Ethnic Songs in the Elementary Music Textbooks

指導教授 : 黃政傑 賴美鈴
若您是本文的作者,可授權文章由華藝線上圖書館中協助推廣。

摘要


本研究旨在瞭解解嚴前後依不同課程標準所編寫的音樂教科書之歌曲內涵,研究對象為解嚴之前民國四十一年版審定本教科書,民國五十一年版審定本教科書,民國五十七年版國定本教科書,民國六十四年版國定本教科書,以及解嚴之後教科書開放民間編輯的康軒版、仁林版、翰林版與南一版審定本教科書一至八冊。探討各族群歌曲的選材分布與歌詞內容,並比較不同時期教科書中歌曲內容的差異,從而探討影響教科書歌曲選材與歌詞內容之因素,以及從多元文化教育的角度檢視教科書中是否帶有偏見存在。在研究方法方面,採質量並重的方式以「演唱歌曲來源分布類目表」、「演唱歌曲歌詞內容分析類目表」與「各族群演唱歌曲與欣賞歌曲歌詞內容分析類目表」對教科書進行內容分析與訪問教科書編輯人員,以獲取各項資料的來源,依據資料分析和結果的討論,歸納出以下結論。 壹、解嚴前歌曲選材及歌詞內容頻數分析方面 首先,在演唱歌曲選材方面,國內歌曲的部份以創作歌曲居多,大陸地區之歌曲皆多於台灣本土的歌曲,以便提升對大中國之認同,直到民國六十四年始有改善;在國外歌曲的部份以歐美為中心。其次,在演唱歌曲歌詞內容方面,不同年代的教科書皆反映時代的需要,同時也有許多值得改進之處。此外,在各族群演唱歌曲與欣賞歌曲歌詞內容方面,偏向於民族文化類中的生活勞動類。 貳、解嚴後歌曲選材及歌詞內容頻數分析方面 首先,在演唱歌曲選材方面,合於課程標準之規定國內歌曲皆多於國外歌曲,康軒版、南一版教科書在台灣地區的歌曲選材多於大陸地區;仁林、翰林則反之;國外歌曲的部份趨向於多元的選材,加入亞洲、非洲及澳洲等地區之歌曲。其次,在各族群演唱歌曲與欣賞歌曲歌詞內容方面,在質與量上均較解嚴前對各族群的描述更生動。 參、就解嚴前後各族群歌曲的特色比較 一、解嚴前教科書中各族群歌曲的優點為具有「文學性」和「教育性」,解嚴後則是具有「趣味性」、「本土性」與「教育性」。 二、解嚴前各族群歌曲的缺點為「民族中心」,以歐美音樂作為世界音樂的核心;「消失不見」,由於政治因素使然大中國意識盛行以及教育人員的主觀臆斷導致本土歌曲缺乏;「選材失衡」,主要表現在採譜的困難和課程標準對音感及節奏的限制;「扭曲真實」,主要表現在虛構族群融合時和諧相處的情景;「國家意識」,主要表現在「國家符號」、「愛國情操」、「政治楷模」、「敵意傾向」等方面。 三、解嚴後各族群歌曲的缺點為「漢族中心」,以人口多寡的因素作為歌曲編排的 考量將原住民歌曲以及客家歌曲常被編排於補充歌曲的部份,易流於「附加課程」的型態;「刻板印象」,主要表現在以先入為主的固定印象評判不同的族群,或以漢人的立場對少數族群作價值判斷;「支離破碎」,主要表現在為了避免羅馬拼音的不當使用造成審查未通過的結果,以羅馬拼音出現的歌曲比例偏低以及歌詞僅以羅馬拼音呈現卻未加以釋義;「選材失衡」,主要表現在歌曲編排的問題、採譜的困難以及課程標準對音感及節奏的限制。 四、經過訪談教科書編輯人員所得的相關資料,得知產生種種偏見的原因如下:編輯方面的限制、課程標準的規定、審查方面的問題和以人口多寡作為考量。 根據上述結論,嘗試提出數點建議作為參考: 對於教科書編輯人員的建議,包括編寫教科書時應避免帶有若干族群偏見,並豐富以母語演唱各族群歌曲的補充教材;對於教科書出版社的建議,包括蒐集本土歌曲、鼓勵歌曲創作、建立教材資料庫、擴大編輯成員、廣納教學資源;對於教科書審查單位的建議,包括重建審查制度、修正審查內容等;對於學校層級的建議,包括提升教師教學能力、設置教學資料庫、健全教科書選用制度;對後續研究的建議,包括探討當前其他階段教科書歌曲的內容分析研究,探討解嚴前後國中階段或高中階段各族群歌曲內容的差異,或是探討未來九年一貫課程中「藝術與人文」領域多元文化音樂課程的教材內容。

並列摘要


The purpose of this research is to understand the contents of the songs in the music textbooks, which depends on different curriculum standards in 1952, 1962, 1968, 1975 and 1993 during the periods of the abolition of martial law. The research objects comprise the review textbooks printed in 1952 and in 1962, the national textbooks printed in 1968 and in 1975, and the versions of unofficial review textbooks after the time of the abolition of martial law-- Knsh textbooks, Ren-Lin textbooks, Hanlin textbooks, and Nani textbooks(volume 1 - 8). The research categories include the singing songs and the appreciating songs . The main purpose of this research is to explore the distribution and the contents of different ethnic songs , and to discern the difference in the textbooks of different periods . Then we can survey the factors that effect the choosing and the words of songs in textbooks, and see if there is any prejudice in textbooks from the angle of multicultural education. For the part of the research method, the research used the qualitative and quantitative ways, the "Table of the origination of the songs categories" ,"Table of the words of the songs categories" ,"Table of the words of the songs categories" ,"Table of the words of the ethnic singing songs and appreciating songs categories", to analyze the contents of the textbooks and to interview textbook editors. By this way, we also can obtain the source of each data. According to the data and results, we can make some conclusions: Before the time of the abolition of martial law, the songs from Taiwan were almost original writing ones. In order to raise the sense of identifying with the Mainland China, the songs from the Mainland China were more than those from Taiwan, but the condition changed in 1975. The singing songs from foreign countries were focus on those from Europe and American. In the words of singing songs, the textbooks in different ages reflect the needs of times and they also have much to improve. Besides, in the words of singing songs and appreciating songs of different ethnic nations, they leant toward the "working categories" of the "ethnic cultural categories". After the time of the abolition of the martial law, in order to conform to the regulations of curriculum standards in choosing the singing songs, the domestic songs are more than foreign ones. The choosing songs from Taiwan were more than those from the Mainland China in Knsh textbooks and Nani textbooks, but Ren-Lin textbooks and Hanlin textbooks were in the opposite condition. In choosing the singing songs, the multicultural ones and add to the songs from Asian, Africa, Australia. In the words of singing songs and appreciating songs of different ethnic nations, the description of different ethnic nations was more vivid in quality and quantity after the time of the abolition of martial law. About the comparison of the characteristics in different ethnic songs between the periods before and after the abolition of martial law. 1.The advantages of each ethnic songs in textbooks were literary, and educative before the time of the abolition of martial law, but after the time of abolition of martial law, they became interesting , native, and educative. 2.The defects of each ethnic songs before the time of the abolition of martial law are as follows: "Ethnocentrism"-- European and American music were the center of the world music. "Invisibility"-- Because of some political reasons, the ideology of the big China and the educators' subjective judgments led to the lack of Taiwanese songs. "Imbalance"-- It was mainly shown in the difficulties of collecting songbooks and the limit of curriculum standards in musical rhythms and notes. "Distortions"-- It is mainly shown in inventing a fake image that each ethnic nations can get along together peacefully. "The nations identity"--It is mainly shown in "the national symbols", "patriotic sentiment", "the political model", "the feelings of hostility". 3.The defects of each ethnic songs after the time of the abolition of martial law are as follows: "Ethnocentrism of Hans"-- Using the factor of the population as the consideration of song arrangements, the aboriginal songs and the Hakka songs were often arranged in the part of the supplementary songs, and they easily became the style of additional curriculums. "Stereotype"-- It was mainly shown in describing these ethnic nations by pre-fixing impression and in doing value judgments to the ethnic nations in the Hans' position. "Fragmentation"--The rate of the songs in Roman Spelling was low, in order to avoid the mistakes of using Roman Spelling and lead to the situation that cannot pass the examination. The words of songs were represented in Roman Spelling, but not in clear explanations. "Imbalance"-- It was mainly shown in the problems in song arrangements, the difficulties of collecting songbooks and the limit of curriculum standards in musical rhythms and notes. 4.By way of the analysis of interview data from the textbook editors, we knew that the prejudice were caused by editorial limitation, the regulation of curriculum standards, worrying about the review and approval problem, the thinking of Ethnocentrism, and the myth of the population proportion. According to what was mentioned above, I try to offer some suggestions.

參考文獻


譚光鼎(民87),社會與文化再製理論之評析,載於國立台灣師範大學教育學系主編,教育研究集刊第四十輯,頁23-44,台北:師大書苑。
林青青(民87),國民中學「認識台灣-社會篇」課程之分析--從多元文化教育觀點,台灣師大公民訓育研究所碩士論文,未出版。
李琪明 (民85),德育的政治意識型態批判--海峽兩岸義務教育階段德育之比較研究,台灣師範大學教育研究所博士論文,未出版。
王秀玲(民85),台灣地區「前期中等教育」課程重要論題之研究。國立台灣師範大學教育研究所博士論文,未出版。
曾靜悅(民84),台灣地區反共教育之研究,國立台灣師範大學教育研究所碩士論文,未出版。

被引用紀錄


侯佩君(2008)。政策工具觀點論台灣教科書政策〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2008.01338
王聖安(2015)。臺灣音樂中的臺灣意識─ 從後殖民觀點探究解嚴後之國小音樂教科書〔碩士論文,國立臺灣大學〕。華藝線上圖書館。https://doi.org/10.6342%2fNTU.2015.00551
邱資涵(2016)。多元文化音樂應用於國小六年級直笛教學之探究〔碩士論文,逢甲大學〕。華藝線上圖書館。https://doi.org/10.6341%2ffcu.M0318683
楊忠斌(2001)。阿多諾的美學及其美育意涵〔博士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2603200719115456
許瀛方(2001)。台灣日治至戒嚴時期愛國歌曲之國家認同意識研究(1895~1987)〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2603200719115883

延伸閱讀