台灣地區高中職音樂班主修中國音樂與傳統音樂學生及大專院校中國音樂學系與傳統音樂學系學生之職業興趣類型探討

The Vocational Interest of Chinese Music Majors and Traditional Music Majors in Taiwanese Vocational Senior High Schools, Senior High Schools, and University Chinese and Traditional Music Departments

呂佳陵(Chia-Ling Lu)；楊淳斐(Chun-Fei Yang)

職業興趣 ； 興趣結構 ； 中國音樂 ； 傳統音樂 ； 音樂教育 ； 生涯輔導 ； vocational interest ； interest structure ； Chinese music ； traditional music ； music education ； career counseling

人文社會學報

5期（2006 / 12 / 01）

105 - 117

繁體中文

本研究旨在瞭解台灣地區學習中國音樂與傳統音樂學生之職業興趣類型及其興趣代碼結構，並驗證「大學入學考試中心興趣量表」之中國音樂學系的興趣代碼，及建立傳統音樂學系的興趣代碼，因此本研究對台灣地區共15所設有中國音樂學系與傳統音樂學系之大學與專科、設有中國音樂科與傳統音樂科之高職、及設有中國音樂組之高中音樂班學生實施「大學入學考試中心興趣量表」，回收有效量表1006份。結果顯示中國音樂與傳統音樂學生之興趣代碼，男女生皆以單碼A型或雙碼AS型爲主，亦即屬於藝術型人格，或藝術型爲主兼具社會型人格，高中職階段與大學階段之興趣代碼組合之主要趨勢亦相同。此發現與「大學入學考試中心興趣量表」使用手冊所提供參考之中國音樂學系興趣代碼有些不同，此一結果可提供「大學入學考試中心興趣量表」修定之參考，亦可提供中國音樂與傳統音樂教育人員以及生涯輔導人員在從事相關教學及輔導工作上的參考。此外對於其他非典型A或AS類型的學生在職業興趣上呈現出不同的生涯發展方向，協助他們從事適切的職業選擇亦是值得關切的議題。

In the manual for the Chinese Vocational Interest Inventory (Jin, Lin, Chen, & Chiu, 2001), the vocational interest structure for Chinese music students was Type A, the artistic model. However, this explanation was generated by surveying the vocational interest structure of students in (Western) music departments in Taiwan. Therefore, this study intended to examine whether this generalization was applicable and explore the vocational interest structure of students in traditional music departments, which did not exist in Taiwan when the inventory was published in 1994. The inventory was administered in 15 schools, including senior high schools, junior colleges, and universities. A total of 1,006 valid copies of answer sheets were collected and analyzed. The results showed that the vocational interest structure for both Chinese music departments and traditional music departments should be Type A or Type AS, meaning an artistic model or a combination of an artistic model plus a social model at a second position. Male and female students in senior high schools, junior colleges, and universities shared the same vocational interest structure. However, the vocational interest structures of Chinese music students and traditional music students as provided in the manual were different from those of the Western music students and music education students. The manual should be updated. There were some Chinese and traditional music students whose vocational interest structures were different from the majorities at various degrees. This study also provided suggestions for their career development.