過去許多哲人都曾讚揚過音樂之於人的意義,Mozart亦曾言:「音樂應是不刺耳,使人如沐春風」,然而近年來的研究卻指出:幼兒園中的音樂活動經常是所有人唱一樣的內容,並僅以是否有精神、聲音大小做為評斷標準,在這樣的環境下,幼兒究竟聆聽了什麼?從中習得了什麼?是否曾考慮幼兒在音樂發展及表現上的個別差異?
本研究基於上述的背景,試圖以Gordon幼兒音樂學習理論為基礎,參考相關教材-Music Play一書設計活動後,再到幼兒園進行教學,欲從中了解幼兒在課程參與、音樂性向及歌唱能力等三方面的樣貌,進一步建構研究者自身的教師專業圖像。本研究採行動研究取向,主要分為初探研究及正式研究兩部分:初探研究包含6次各30分鐘的活動,課程進行後重新了解理論並修正內容,再次進行兩個循環的正式行動,第一循環共計10次課程,第二循環為6次課程。課程完全結束後,以課堂錄影、教師省思日誌、幼兒觀察記錄表等工具為基礎,書寫初探及兩個循環研究之改變與收穫。
本研究的發現如下:
1、幼兒課堂參與的情形從嘻笑轉而認真投入,並開始發展個人不同的音樂表現方式;音樂性向隨著音樂環境的多寡有所轉變,經過課程後大多數的幼兒音樂性向略提升;歌唱能力則依個別差異在音高及節奏方面各有所轉變。
2、研究者在研究進行的過程中,發現進行Gordon相關的教學方式,首先要能熟悉理論及教材內容,進一步適應曲調、節奏、音高型與節奏型的唱法後,搭配相關的律動、樂器、遊戲等,除能使教學更符合幼兒的個別差異,教師亦能建構屬於自己的教學內容,以及自身的教師專業發展圖像。
根據本研究的歷程與收穫,研究者提出幾點建議,以供未來研究者與教師做為參考。 / This study attempts to understand the picture that 4-5 years old children learn on through Gordon’s music learning theory for newborn and young children; meanwhile, focus on the changes of teacher’s professional development.
This study adopts action research, designs a series of lessons that building on Music Play and accompanied with teaching logs, music aptitude tests, singing performance tests, and observation records. The lessons contain three cycles. The first one is pilot study, within six times and thirty minutes for each lesson. Cycle 2 and cycle 3 are formal research, the former includes ten times and the latter includes 6 times, both 30 minutes for each lesson.
The conclusions of this study are :
1)The curriculum of this study can improve children’s musical aptitude, singing performance and participation.
2) Teachers and Researchers should understand and internalize meter, tempo, rhythm, and continuous movement activities within Gordon’s music learning theory for early childhood. With a variety of teaching activities, the teachers will improvise in the classroom, and then construct professional picture of teacher of himself.
Identifer | oai:union.ndltd.org:CHENGCHI/G0097157002 |
Creators | 余蕙君 |
Publisher | 國立政治大學 |
Source Sets | National Chengchi University Libraries |
Language | 中文 |
Detected Language | English |
Type | text |
Rights | Copyright © nccu library on behalf of the copyright holders |
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