多元教學與評量對國小學童音樂學習態度與成就之探討

Multiple-Teaching and Assessment on Music-Learning Attitudes and Achievements of Elementary Students

本研究旨在探討多元教學與評量對國小學生音樂學習態度與學習成就之影響。以新竹市某國小五年級學生為研究對象（n=103），經八週實驗教學後，進行實驗組與控制組之比較，對學生在教學前後之音樂態度與學習成就進行共變數分析、質性分析、獨立樣本 t 檢定與成對樣本 t 檢定。本研究結果如下：1. 實驗組與控制組在音樂學習態度上有顯著差異；2. 實驗中，實驗組與控制組在音樂成就之「紙筆測驗」無顯著差異，但實驗結束後，兩組有顯著差異；實驗組與控制組之「演奏評量」則無顯著差異；3. 歸納出實際可行的多元教學與評量途徑。最後提出若干建議供日後國小音樂課程進行多元教學與評量之參考。

This study examines the effects of multiple-teaching and assessment on the music-learning attitudes and academic achievements of elementary students. we applied convenience cluster sampling to fifth-year students from an elementary school in Hsinchu City (n = 103). After the 8-week experimental instruction, we compared the results between the experimental group and control group. we also analyzed the pre- and post-experimental attitudes and achievements of students by using ANCOVA, the independent-sample t test, paired-sample t test, and qualitative analysis. The results are as follows: (a) for music-learning attitudes, a significant difference was observed between the experimental group and the control group; and (b) for a paper test of music-learning achievement, no significant difference was observed between the experimental group and the control group during the experimental period. However, a substantial difference was observed between these groups after completing the experiment. (c) For performance evaluation, no significant difference was observed between the experimental group and the control group. A number of practical multiple-teaching and assessment methods are summarized. Finally, this study provides suggestions for future multiple-learning and assessments.