Title

主修鋼琴的音樂資優生應具備之心理與生理條件

Translated Titles

Psychological and Physical Requirements for Music-Gifted Student Majoring in Piano

DOI

10.6502/SEF.2007.2.14-22

Authors

黄揚婷(Yang-Ting Huang)

Key Words

音樂資優生 ; 鋼琴 ; 心理條件 ; 生理條件 ; Music-gifted student ; Piano ; Psychological requirements ; Physical requirements

PublicationName

特教論壇

Volume or Term/Year and Month of Publication

2期(2007 / 06 / 01)

Page #

14 - 22

Content Language

繁體中文

Chinese Abstract

在鋼琴演奏的過程,必须運用到思考、肢體、觸覺、聽覺、視覺等多種感官的綜合能力,然而每一位孩子天生所具備的心理與生理倏件都不盡相同,且只有當孩子符合鋼琴對其身體的要求,才能專注地持續學習。本研究採問卷調查法,針對任教於高雄市國小音樂班之鋼琴個别課教師進行調查,旨在探对討就讀音樂班且主修鋼琴的音樂資優生應具備的心理條件與生理條件。結果發現應具備的心理條件有:熱誠、主動、專注、耐心、想像力、創造力、領悟力及豐富情感:而應具備的生理條件有:手指長且運動獨立靈巧、手掌寬且具協調性及優異的肢體律動感。教育工作者應該依據孩子與生俱来的優勢能力来提供鋼琴學習的方向,以讓其能在鋼琴演奏的學習歷程上獲得成功。

English Abstract

It is required to gather many different organs such as thinking, body, feeling, hearing and vision during playing piano. However, each child has been born by different natures, which could be divided into two factors: psychological and physical. When only child's body meets requirement of playing piano, he can continuously concentrate on playing. This research is taken by questionnaire focusing on investigation of individual piano teacher for Kaohsiung primary school music-gifted class. The main purpose of this research is to discuss psychological and physical requirements for music-gifted student majoring in piano. In summary, it is found that psychological requirements include enthusiasm activeness concentration patience imagination creativity comprehension and plentiful feeling; Physical requirements cover long finger with ingenious and independent operation, wide palm with harmonious coordination and excellent body swinging. Educator should provide piano learning direction in accordance with child's natural gifted excellence, so as to make this learning process of playing piano more successful.

Topic Category 社會科學 > 教育學
Reference
  1. 王文科(2001)。教育心理學。台北:五南。
    連結:
  2. Ben-Tovim,Boyd(1995).The right instrument for your child: the key to unlocking musical potential.England:Trafalgar Square.
  3. 洪菁穗(2003)。碩士論文(碩士論文)。嘉義,國立中正大學心理學研究所。
  4. 張渝役譯、Paul R. Lehman著(1996)。音樂測驗與評量。台北:國立編譯館。
  5. 陳軍譯、Atarah Ben-Tovim、Douglas Boyd著(1997)。發掘兒童音樂潛能-如何選擇樂器。台北:世界文物。
  6. 彭聖錦(1999)。鋼琴演奏與風格。台北:雙木林。
  7. 黃麗瑛(1993)。鋼琴教學論。台北:五南。
  8. 潘智惠(2005)。碩士論文(碩士論文)。雲林,國立雲林科技大學技術及職業教育研究所。
  9. 謝孟蕊譯、Nikki Landre著(2001)。每個孩子都是音樂家-給孩子成功的音樂教育。台北:台灣麥克。
Times Cited
  1. 林良玉(2008)。大學音樂系學生學習類型之調查研究。臺灣師範大學音樂學系學位論文。2008。1-97。
  2. 陳佩琪(2010)。音樂班師生對於聽寫課程實施之調查研究。臺灣師範大學音樂學系在職進修碩士班學位論文。2010。1-129。