私立托兒所外聘教師擔任音樂教學之個案研究

A Case Study of External Music Specialist's Teaching at a Private Nursery

幼教學者對幼稚園所外聘教師教學，多持反對聲音。因為多數外聘教師缺乏幼教專業能力。然而，外聘教師的音樂專業能力，卻又深獲家長的青睞，並且成為私立園所招生的手段。本研究以質性研究法，透過「立意取樣」探究具有上述特質的一位外聘音樂教師。研究發現，其課程設計以音高與音長為主軸，並以反覆記誦的方式學習認譜、認音符。教學雖以遊戲化活動帶入，且每節課包含三到四個活動，但其內涵卻以反覆練習為主。從教室言談探討師生互動，發現以封閉式問答居多數，偶爾零星出現的開放式問答，卻常因過度吵鬧而被迫終止。此外，幼兒會對教學的內容作其他聯結或抗議教師而啟動言談，但在高度結構化的課程進度壓力下，此類言談常被忽略。最後，該外聘教師之所以能順利進行教學，部份是得力於帶班教師的協助。帶班教師的角色為常規控制者、教學協助者和教學參與者。

Young children educators have objected external music specialists teaching at preschools because most of them lack the related training of young children. Nevertheless, parents appreciate specialists' music ability and therefore hiring music specialists becomes private preschools' advertisement. To examine an external music specialist's teaching, a method of qualitative case study through purposed sampling was conducted. It is evidenced that the music specialist's curriculum design is focused on pitch and duration teaching associated with music notation. Each class frequently introduces music play and consists of 3 or 4 various activities. Even so, drills and practices are the core of those music activities through analyses. To further examine the teacher's interaction with children, the classroom discourses were studied. It was found that most of the classroom discourses were categorized as closed questioning. Occasionally, open-ended questioning was used. However, it usually caused children's enthusiastic dialogues interpreted as noises and quickly ended up by the specialist teacher. In addition, young children connecting the teacher's talking to other subjects or protesting against the teacher's unfairness would initiate discourses, but those discourses are frequently neglected by the specialist teacher under the time pressure. Furthermore, the specialist's teaching could smoothly proceed partly from the class generalist teacher's assistance, such as classroom management, teaching assistance, and occasionally joint teaching.