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  • 學位論文

運用全幼兒音樂教育模式發展幼兒溝通能力之研究

A Study of Using Holistic Music Educational Approach on Developing Young Children’s Communication Skills

指導教授 : 李玲玉
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摘要


全幼兒音樂教育模式相關研究顯示出音樂是幼兒學習的良好媒介,不僅能運用在一般幼兒之學習,對特殊需求之幼兒也能達到某些程度之促進。研究目的為:一、探討一般幼兒於全幼兒音樂教育模式中溝通能力發展歷程。二、探討特殊需求幼兒於全幼兒音樂教育模式中溝通能力發展歷程。三、探討全幼兒音樂教育課程模式對3到6歲幼兒情緒、肢體動作及人際領域發展之影響。本研究為團體教學,採用質量並重的參與觀察法蒐集研究資料,量化數據由3位受過專業訓練之觀察員根據5分量表評分,質性則以半結構式觀察紀錄表和研究者教學日誌為資料蒐集來源。以立意取樣選定以有實施全幼兒音樂教育模式之園所及機構作為研究對象,並選取介於3到6歲之一般幼兒以及特殊需求幼兒兩大群體參與本研究教學。課程進行為期16週,每週一次,每次30分鐘。根據蒐集到的質性資料:半結構式觀察紀錄表與訪談資料和量化數據:半結構式觀察紀錄表分數、社會回饋量表等工具,交叉比對與分析歸納出研究結果顯示藉由全幼兒音樂教育模式,有助於發展一般幼兒及特殊需求幼兒溝通能力;藉由全幼兒音樂教育課程模式,其彈性度符合3到6歲幼兒情緒、肢體動作及人際領域之發展。 關鍵詞:全幼兒音樂教育模式、全幼兒、溝通能力

並列摘要


The relative researches of Music Educational Apporach show that music is a good medium for young children’s learning development. Its effecetiveness not only can use in mainstream setting, but also can achieve some degree of promotion for young children with special needs. The purpose of the study included: 1. To understand the progress in communication skills of the participants with children in mainstream by useing Holistic Music Educational Approach. 2. To understand the progress in communication skills of the participants with young children with special needs by useing Holistic Music Educational Approach. 3. To explored the impact of the application of Holistic Music Educational Approach curriculum on physical movement, social interaction and emotional development for children aged 3 to 6 years. This study used group teaching setting. The methodology of the study indluded quantitative analysis and qualitative reports. The quantitative data were scored by three highly trained observers based on the 5-point scale. The qualitative reports included semi-structured observation forms and the researcher's teaching log. Two groups of the participants aged between 3 to 6 that had learning experiences of Holistic Music Educational Appraoch were selected by purposive sampling to participate in the study. The duration was 16 weeks with 30-minute instructional sessions once per week. The assemAccording to the collected qualitative data including semi-structured observation forms and interviews reports. To achieve objectivity, the researcher cross-juxtaposed all quantitative and Qulitative data to generate the following results: 1. Through the Holistic Music Educational Approach, the communication skills of 2 groups of the participants were promoted. 2. Through the Holistic Music Educational Approach, its flexibility tallied more with the participants on physical movements, social interaction and emotional development. Keywords: Holistic Music Educational Approach, Holistic Children, Communication Skills

參考文獻


幼兒教育及照顧法(2013)。
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李玲玉(2007)。主題式音樂美語教學對幼兒美語學習之行動研究。國立高雄師大學報,22,1-24。
周怡妤(2013)。團體親子音樂育療課程對唐氏症幼兒發展及親子關係歷程之個案研究。朝陽科技大學幼兒保育研究所碩士論文未出版。
陳柔安(2013)。團體音樂育療結合跨專業團隊整合模式對自閉症幼兒溝通能力與社會互動表現歷程之個案研究。朝陽科技大學幼兒保育研究所碩士論文未出版。

被引用紀錄


梁瑋如(2017)。全幼兒音樂教育模式對胎兒成長反應之初探性研究〔碩士論文,朝陽科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0078-2712201714443075

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