探討多媒體教材導向教學法對國小四年級學生音樂學科之音感,節奏,演唱,記號及管樂學習成效影響之研究

Abstract

本研究主要目的是在探討多媒體教材對國小四年級學生，在藝術與人文領域(音樂學科)學習成效的影響程度，特別是在音感、節奏、演唱、記號及管樂這五個方向。 本研究採用準實驗設計方法，實驗對象是苗栗縣國小四年級的學生。所有的受試者區分為多媒體教材教學組及傳統教材教學組兩大組，各組再依音樂基本能力測驗的成績，細分成高分組、中分組及低分組等三組。實驗教材為康軒版國小四下藝術與人文領域自編教材「音樂小精靈」單元，分別為傳統教材(康軒版)及經改編後之多媒體教材。 本研究的主要發現為：整體而言，多媒體教材教學組學習成效優於傳統教材教學組的學習成效；在依據學生程度所劃分的各組中，我們發現中分組差異最大，低分組次之，高分組最小。在各分項測驗方面，在音感、節奏、樂器測驗等方面有較顯著的差異，在演唱、音樂記號測驗方面的差異則不明顯。 究其原因如下： 1.多媒體教材的豐富展示功能，有助於引導學生加深課程的印象，合乎多媒體學習理論及資訊豐富理論。 2.多媒體教材教學法，以學生為中心，讓學生有更多機會反覆練習，自主精熟自己覺得尚未理解或生疏的地方，合乎精熟學習理論及凱勒的教學理論。 3.多媒體教材能夠立即提供學生「聽」的學習，合乎「先聽覺、後視覺」、「先感性、後知性」的音樂學習需求。 4.多媒體教材具有互動式的功能，易使學生獲得成功的經驗，因而會有較佳的學習表現。 另根據問卷的調查結果，大多數多媒體教材教學組的學生對於多媒體教材的學習態度反應傾向於正面，同時對多媒體教材的操作、多媒體教材的呈現效果、自主學習等方面亦皆傾向於正面。此外，有70％以上之受測學生喜歡多種媒體同時具備，足見多媒體在教材與學生之間扮演著有效溝通的角色。 限於時、地及人力考量，本研究所採用之多媒體教材，其設計製作及實驗目標之對象僅為國小中年級學生。然因多媒體教材的設計因人而異，若再搭配不同教師採取不同的教學策略，將可提供學生更多樣、多元的學習歷程，而這在其他學習階段又將會帶來怎樣的影響，亦是值得探討的主題。

The main purpose of this research is to delve the learning achievement of sense, rhythm, singing, symbol, and band music in an multimedia music curriculum for the 4th grade students in the elementary school. The multimedia curriculum is part of course in the Art and Music. The research adopted the Experiment Design whose subjects are the fourth grade pupils of the Miaoli County, all of which are divided into the Multimedia material teaching group and the traditional teaching group. Based on the score of music basic proficiency test , we classify all students in the experiment into three groups: high-score (top 27%), medium-score (middle 46%), and low-score (bottom 27%). The research result of this study indicates that all in all, the learning efficiency of the multimedia group is superior to that of the conventional material group. We found the medium-score group has the most significant difference when they are taught by both the multimedia and traditional curriculum. In the high-score group, this difference is relatively limited. In the aspects of the test, the discrepancy of the feeling of the music, rhymes and the test of the instrument are more obvious. However, the singing and the acquisition are unobvious. From the experimental results, we have the following findings: 1.Interesting display function of the multimedia facilitates to inspire students have more impression on the course and it fits in with the theory of the multimedia learning and that of the information affluence. 2.The multimedia curriculum offers students more chance to conduct interactive practice, it fits in the theory behind the “Mastery Learning” and “Keller Plan”. 3.The multimedia curriculum provides students with the learning of “listening” and conforms to the need of the music acquisition that indicates the hearing first and then the ocular experience. Also, the emotional appeal first and then the cognitive appeal. 4.The multimedia curriculum offers the interactive capability that help students easily to get to excellent performance. According to the questionnaire results, most of the students in the multimedia material teaching group are prone to have positive reactions to multimedia learning attitude, manipulation, performance and the automatic learning. There are 70 percent examinees enjoy that teacher combines the multimedia with the course. Limiting by the consideration of the time, place and the human resources, the research adopted the middle grade pupils as the experiment objects. Also, the designs of the multimedia curriculum are different depending on instructor. Results from this study may not be able to apply to more general areas. Further investigation needed to be carried for more general claims.