透過您的圖書館登入
IP:44.200.26.112
  • 期刊

協同行動取向之國小特教班學生音樂教學活動方案實踐與反思

The Implementation and Reflective Thinking of Music Teaching Activity Projects in Elementary Special Education Classes Based on Collaborative Action Research

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


本研究旨在探討九十三學年度起以協同行動研究模式連續進行三學期自編「國小特教班學生音樂教學活動方案」之實施成效。本研究對象乃為15位國小特教班學生及五位協同研究教師,研究方法採以協同行動研究的方式進行。本研究主要結果發現:15位學生在自編「國小特教班學生音樂課程本位評量表」、自編「國小特教班學生音樂活動學習行為觀察表」等方面之整體表現,皆較前測結果進步。此研究結果與研究者、五位協同研究教師在教學現場觀察的結果相互呼應,包括特殊學生非常期待上音樂課,學生之間互動比率增加,學生有較多發音、口語表達、哼唱歌曲的表現,學生上課更為專注,學生更能聽從教師指令,學生對自我較有信心,較願意參與教學活動,在團體音樂活動時,較願意在同儕面前表演;學生之視動控制、四肢協調能力有所增進,情緒困擾學生的情緒更為穩定,學生互助合作的行為表現有所提昇,陸續有較多學生主動要求要唱歌,學生在音樂節奏感方面有明顯的進步,學生各方面能力也漸次開展出來等。而在協同行動研究的結果方面,協同小組成員深覺教學經驗獲得更多交流之外,個人的專業與反思能力,獲得成長與啟示。本研究並根據上述音樂教學活動方案實施成效之結果,進行相關的分析與深究,並對國小特教班音樂教學活動設計與相關研究方向,提出具體可行之建議。

並列摘要


The purpose of this research was to study the implementation effect of ”self-designed music teaching activities project” in the period of three semesters for 15 intellectual disabilities students in a special education class of an elementary school. Collaborative action research was used in this study. Based on observations, interviewing with original teachers, ”self-designed music activities curriculum checklist” and ”self-designed music learning behavior observation lists”, video analysis, research notes, etc, we found that all 15 students improved (1) Special students looked forward this music lesson. (2) Interaction among students become more frequently. (3) Students improved their pronunciation and oral communication skills. (4) Music teaching activities made students more concentrated. (5) Students become more obedient to the teachers. (6) Students become more self-confident in interpersonal interactions. (7) The eye control, coordination ability of the students were improved. (8) The emotion of emotional disturbances students become more stable. (9) Students' cooperative actions were improved. (10) More students actively asked for singing. (11) Students' rhythm feelings were improved. (12) The abilities of students were developed. Cooperative team members feel that professional ability and reflective thinking abilities were improved. Based on the research results, several suggestions were made by the researchers.

被引用紀錄


戴淑琴(2015)。以音樂作為改善自閉症學生人際關係之行動研究〔碩士論文,國立臺北藝術大學〕。華藝線上圖書館。https://doi.org/10.6835%2fTNUA.2015.00019
陳馨(2009)。加賀谷宮本式音樂療法應用於多重障礙幼兒人際互動療法模式之協同行動研究〔碩士論文,國立屏東科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0042-0207201015183235
汪麗芬(2011)。用音樂治療的鑰匙打開自閉症兒童之門〔碩士論文,朝陽科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0078-1511201110382172

延伸閱讀