視覺與口語符號融入音樂教學增強學生學習表現

Visual and Verbal Semiotics Integrated Music Teaching to Enhance Students' Learning Performances

10.6137/RECT.2014.107.04

曾麗君(Li-Chun Tseng)；蘇金豆(King-Dow Su)

電影媒體 ； 音樂教材 ； 學習成效 ； Film media ； Music texts ； Learning performances

教育傳播與科技研究

107期（2014 / 04 / 15）

45 - 60

繁體中文

本文旨在應用電影媒體作為教學輔具，設計融入式音樂教材進行實驗教學，探究學生對融入式教學策略之學習成效。研究對象為技專二年級選修音樂之兩班學生共114位。研究者運用準實驗研究法進行分組教學，並以半結構晤談法進一步瞭解學生學習觀感。研究結果顯示：（1）實驗組學生經一系列「電影媒體融入式音樂教學」之實驗教學後，對音樂課程之學習成效顯著優於控制組，且有更大的實驗效果量。（2）接受策略分組的實驗組學生在音樂概念學習上，表現出正面積極而有趣的學習態度。（3）實驗組學生經半結構訪談發現，融入式實驗教材增進教師與學生之間的互動與吸引學生學習好奇心，並增進其學習態度，促進音樂概念的建構。

The purpose of this study aims at designing strategic applications of integrated film media into music texts for guiding tools. As a quasi-experimental method, this study into two teaching groups based on total number 114 college students who take music course. Statistical analyses are conducted for exploring students' learning performances of learning attitude scale and semi-structure interviews. Our major results are indicated in the following aspects: (1) The experimental group students, who accepted strategic application of integrated multimedia music teaching, had better posttest achievements and over large effect sizes than those of the controlling group students. (2) Strategic applications of this study could give more interest for experimental group students' positive learning attitude in conceptual music learning. (3) According to semi-structure interviews between students and teacher, all music textual teaching of integrated multimedia had many appeals to students' curiosity and interests which could enrich their learning attitudes and construct their music learning conceptions.

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