現象學方法融入音樂通識課程設計之應用研究

Integrating Phenomenological Methods into the Design of General Education Music Curriculum: An Applied Study

硏究者發現在教學過程中，學生進行音樂美感體驗書寫與表達的學習成效不彰，作業大部分僅平實紀錄簡易內容，無法呈現音樂體驗過程中較深層的感覺敘述。為提升學生對樂曲主觀感受的描述，以提升個人美感體驗能力，申請人採用現象學方法與執行步驟進行課程設計與作業規劃，以學生的主觀體驗與加強音樂形式認知為設計課程的重點，與學生共同參與形塑音樂美感的過程，達到提升美感體驗能力的教學目的。本研究目的為：（1）運用現象學方法進行課程設計與作業規劃，引導學生以直觀方式深入理解音樂作品的形式與內涵，共同參與形塑美感的過程，達到提升感覺體驗能力的教學目的。（2）設計融入現象學方法的作業評分規準，使用多元學習量表與課程問卷等評量工具進行學生學習成效檢核。（3）提出現象學方法融入音樂通識課程設計內容之研究發現與建議。希望透過本教學研究，提出融入現象學研究方法的音樂通識課程具體建議，以供後續進行課程實踐的指引參考。

The researcher has observed that, throughout the instructional process, students demonstrated limited effectiveness in articulating their musical aesthetic experiences through writing. Most assignments merely provided plain and superficial accounts, failing to capture deeper, more nuanced descriptions of their experiential engagement with music. In an effort to enhance students’capacity to express their subjective perceptions and to deepen their personal aesthetic experiences, the applicant endeavored to move beyond conventional pedagogical approaches. By employing phenomenological methodology and its associated procedural steps in the design of both the curriculum and assignments, the emphasis was placed on students’subjective experiences and the reinforcement of their understanding of musical form. This approach seeks to foster students’active participation in the co-construction of aesthetic meaning, thereby achieving the pedagogical goal of cultivating their sensory experiential abilities. The objectives of this study are threefold: (1) To employ phenomenological methodology in the design of the curriculum and assignments, thereby guiding students to intuitively and profoundly comprehend the structural and expressive dimensions of musical works, to collaboratively engage in the process of aesthetic formation, and to ultimately enhance their sensory and perceptual engagement with music. (2) To develop assessment rubrics for assignments that integrate phenomenological principles, and to utilize a range of evaluative instruments—including multidimensional learning scales and course feedback surveys—to systematically assess student learning outcomes. (3) To propose research findings and pedagogical recommendations for integrating phenomenological methods into general education music curricula. Through this instructional research, the aim is to offer concrete, practice-oriented recommendations for embedding phenomenological research methods into the design and implementation of general education music courses, thereby providing a valuable reference for future pedagogical practice.