國小音樂資優班畢業生生命故事敘說

Life Story Narrative of Graduate from Music-gifted classes in Elemenary school

詹惠萍(Chan, Huiping)

指導教授 ： 洪志成

國立中正大學/教育學院/教育學研究所/碩士(2013年)

摘要

本研究係以敘說研究作為研究方法，而研究的起點源自於研究者過去在國小音樂資優班的難忘回憶，那段既燦爛卻又沈重的過去。本研究除了研究者本身外，另外訪談了三位國小音樂資優班畢業生，並將這些訪談資料撰寫成一篇篇生命故事，呈現屬於國小音樂資優班畢業生的生命圖像。
從這些生命故事中，可以發現這群國小音樂資優班畢業生多具有追求真、善、美的批判性格，近乎苛求的完美傾向，以及包著孩子外皮的成人靈魂等個人特質，而其家人的態度對其具有舉足輕重的意義，音樂資優班的教師較易陷入結果取向下的升學主義和音樂匠教育的迷思中，同儕間時為盟友時為對手的關係也十分微妙，此外，他們的成長歷程中，「為何進入音樂資優班？」、「為何離開音樂資優班？」、「為何選擇以此為職業？」……等許多決定都有種種複雜的考量，但在他們從事音樂工作後，感受到了理想與現實的差距，而人才供需失衡、競爭激烈的工作環境等一連串的議題都值得再深究商討。
針對本研究發現提供以下建議：一、給音樂班教師的建議：成為擁有正確教育理念的「人師」，把教室的主權還給學生，加強學生情意輔導及生涯輔導，並接受音樂及資優教育等相關專業知能進修；二、給關心音樂或資優教育之家長的建議：主動了解孩子的特性、能力和興趣，建立尊重、互信的親子關係，積極參加資優教育親職講座；三、給資優教育或藝術才能教育之主管行政機關的建議：確立音樂班入學鑑定事宜，並釐清音樂資優班及藝術才能音樂班的定位。

關鍵字

音樂資優班 ； 畢業生 ； 生命故事 ； 敘說研究

並列摘要

I used the narrative research method in this study. The start thinking originated from my memory in music-gifted class when I studied in elementary school. The unforgettable experiences were brilliant but heavy. The researcher interviewed the other three graduates from music-gifted class in elementary school. I wrote our life stories according to the interviews, and depicted our life images.
We found some special from them. They had a character of criticism to pursue the truth, the good and the beautiful, a tendency toward perfectionist, and a grown-up soul in children’s body, which are different form others at the same age.. The attitude of their family and is very important to them. Besides, the teachers of music-gifted class tend to fall into the myth of academic advancement and musical training because of consequentialism. Their peer relationship is quite subtle due to allies and rivals at the same time. “Why did I join the music-gifted class ? ”, “Why did I leave the music-gifted class ? ”, “Why did I choose that as a career ? “ These decisions in the growth process were considered complicatedly. They didn’t realize the gap between the ideal and the reality until they were engaged in music work , and had faced the problems of imbalance of supply and demand for talents and intensely competitive work environment .
I offer the following recommendations according to the discoveries in the study: 1. For the teachers of music class, good teachers must have correct educational philosophy, return sovereignty of the class to students, strengthen affective and career counsel for students, and constantly pursue further professional knowledge about music and gifted education. 2. For the parents interested in music and gifted education, they could understand the characteristics, abilities and interests of the children, build the parent-child relationship of respect and mutual trust, and zealously participate in gifted education parenting seminars. 3. For competent administrative authority to gifted or art education, to establish music identification examinations clearly and definitely, and clarify the orientations of music-talented class and music-gifted class.

並列關鍵字

Music classes for the gifted ； Graduate ； Life Story ； Narrative research

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