本研究主要探討運用音樂美語教學來提升幼兒的節奏及合奏能力,以及音樂美語教學對幼兒節奏及合奏能力之發展歷程。研究目的為:一、瞭解實施音樂美語課程後,幼兒在節奏、合奏能力上的表現情形,二、運用音樂美語活動提升幼兒節奏、合奏的能力。 研究教學共進行三個主題,每一主題皆分別進行七週的教學,教學內容共分為三階段,第一階段為前測,第二階段為實施期,第三階段為後測,每週實施二次課程,每次四十分鐘,為期二十一週共四十二次教學。課程設計依據研究樣本之身心發展原理,及運用指導教授之研究課程架構為主,共有三個活動項目,分別為歡迎歌、音樂律動及合奏、再見歌。研究方法採用質性的參與觀察,資料收集方式以參與觀察及訪談為主,除以質性方式蒐集與分析資料外,加以量化數據為輔,蒐集資料來源有:教案家長版回饋單、半結構式音樂活動觀察表、軼事紀錄、托兒所帶班教師訪談、家長訪談等。其研究結果如下: 一、幼兒接受音樂美語合奏課程後,在節奏、合奏能力上均有正向的表現,且社會效度之統計結果亦支持本研究結果,故音樂美語合奏課程,提升幼兒節奏及合奏能力之有效課程。 二、透過課程中的說白節奏、延伸句型、合奏練習,可增進研究對象之節奏、合奏能力,而幼兒在語言、專注力以及人際互動能力上,也能相對有所提升。
The purpose of the study was to promote young children’s rhythm and ensemble abilities through the method of teaching English through music. This was a 21-week study, with 40-minute sessions, twice per week, for a total 42 times over a five-month period. The teaching content included a “Hello” song, musical movement, instrumental ensemble and a “Goodbye” song. The method was based on qualitative reports and quantitative analysis used to receive objective support. The results were interpreted based on data collected via semi-structured observation forms from three observers, parental feedback forms, interviews with parents and the kindergarten teacher, musical activities feedback form, and the researcher’s record of special events. The study results were the following: 1.Teaching American English through music in learning rhythm and ensemble had positive effects, and the statistical results of social validity also supported this observation. 2.Improvement in young children''s abilities of learning rhythm, ensemble and English dedicated strength as well as interpersonal interaction and attention span through the musical activities.