摘 要

本研究旨在調查臺北地區國小弦樂團指揮之指導意見，並瞭解指揮對於學校行政配合之觀點。研究方法採用訪談調查的方式進行，研究對象為指導臺北地區公立國小弦樂團之指揮，以研究者自編「臺北地區國民小學弦樂團指揮意見之訪談表」為研究工具，訪談表內容包括指揮指導概況之相關問題和學校行政配合之相關問題，於民國九十四年十月間進行，選取二十位擔任臺北地區國民小學弦樂團指揮進行訪談調查，調查結果之統計採用次數分配、百分比統計、關聯係數等方法。
研究結果發現：主修弦樂的指揮在合奏課中與學生的音感練習與運弓技巧會比非主修弦樂的指揮更具有顯著相關；學校召開說明會的方式，以行政人員說明授課內容及授課方式為最多；音階練習是合奏課中最常用的練習內容；熟悉樂曲的選用是指揮最常使用的教學技巧，其次是口訣式的教學；超過半數的指揮選擇練習曲的考量以團員之演奏技巧為優先；弦樂團最常採用的訓練教材為《Strictly Strings》，有半數的指揮也採用自編教材；八十八學年度到九十四學年度「全國學生音樂比賽」弦樂合奏指定曲目，超過半數的指揮認為對於學生的演奏程度是困難的；所有參加比賽的弦樂團都因為參賽而增加練習時間。學校行政相關問題的調查結果為：七成五的學校提供弦樂團專屬練習教室，設備則以譜架為最多；三成的學校會補助弦樂團的經費；八成五的學校會安排行政人員處理樂團事務；六成五的學校行政單位瞭解弦樂團團員的個別狀況；八成的學校行政單位關心弦樂團的練習情形；八成五的學校行政單位能尊重指揮的專業意見。根據前述之研究結果，研究者針對指揮、樂團招收團員辦法、教學內容、教材、學校行政單位、大學音樂科系以及未來研究提出建議。

關鍵字：國小弦樂團，弦樂團指揮，弦樂團體教學，學校行政

Abstract

The study is aimed at carrying out the investigation on the viewpoints of string orchestra conductors at elementary schools in Taipei along with how those conductors interact with the schools’ administrations. Interviews were conducted with a questionnaire designed by the researcher. The data were collected from twenty string orchestras conductors in Taipei. The result is carried out by means of frequency, percentage, and correlation coefficient.
The results of the data analysis found that, in terms of giving drills like ear training and bow techniques, the relevance is obvious when conductors were majored in strings were compared to those were non-strings majors; secondly, it is quite common for school administrative staff to introduce the curriculum in a public presentation; scale exercise is the most widely done in ensemble, while getting the orchestra members to know the required pieces is the first priority to set in; over half of the conductors interviewed take it as the top priority to shape the performing techniques of the members when selecting the methods, among which “Strictly Strings” is the method book most widely used; furthermore, more than half of the them also prepare materials by themselves. In addition, the result of the survey shows that the requirements for “The National Students Music Competition”, from 1995 to 2004, are viewed by more than half of the conductors interviewed as “too difficult for elementary school orchestra”; time for practicing and rehearsing is greatly lengthened for all the string orchestras which have participated in “The National Students Music Competition”; 75% of the elementary schools in Taipei provide classrooms specially reserved for string orchestras; strings are sufficient in numbers,
while only 30% of the schools sponsor expenses for the string orchestras; 85% of the
schools provide administrative assistance for the string orchestras; 65% of the school administrations learn well the individual situation of every orchestra member; 80% of the school administrations show good care about how the orchestras are working; 85% of the school administrations respect the specialties of the orchestra conductors. Suggestions are offered in terms of the recruiting process, the training courses, the curriculum, the school administrations, and the music department of colleges.

Keywords: string orchestra at elementary school, string orchestra conductor,
string group instruction, school administration

Abstract

The study is aimed at carrying out the investigation on the viewpoints of string orchestra conductors at elementary schools in Taipei along with how those conductors interact with the schools’ administrations. Interviews were conducted with a questionnaire designed by the researcher. The data were collected from twenty string orchestras conductors in Taipei. The result is carried out by means of frequency, percentage, and correlation coefficient.
The results of the data analysis found that, in terms of giving drills like ear training and bow techniques, the relevance is obvious when conductors were majored in strings were compared to those were non-strings majors; secondly, it is quite common for school administrative staff to introduce the curriculum in a public presentation; scale exercise is the most widely done in ensemble, while getting the orchestra members to know the required pieces is the first priority to set in; over half of the conductors interviewed take it as the top priority to shape the performing techniques of the members when selecting the methods, among which “Strictly Strings” is the method book most widely used; furthermore, more than half of the them also prepare materials by themselves. In addition, the result of the survey shows that the requirements for “The National Students Music Competition”, from 1995 to 2004, are viewed by more than half of the conductors interviewed as “too difficult for elementary school orchestra”; time for practicing and rehearsing is greatly lengthened for all the string orchestras which have participated in “The National Students Music Competition”; 75% of the elementary schools in Taipei provide classrooms specially reserved for string orchestras; strings are sufficient in numbers,
while only 30% of the schools sponsor expenses for the string orchestras; 85% of the
schools provide administrative assistance for the string orchestras; 65% of the school administrations learn well the individual situation of every orchestra member; 80% of the school administrations show good care about how the orchestras are working; 85% of the school administrations respect the specialties of the orchestra conductors. Suggestions are offered in terms of the recruiting process, the training courses, the curriculum, the school administrations, and the music department of colleges.

Keywords: string orchestra at elementary school, string orchestra conductor,
string group instruction, school administration

參考文獻

一、中文部分
王傳煌（1999）。臺灣區音樂比賽歷史探索與管弦樂合奏比賽曲目探
討。東吳大學音樂研究所碩士論文，未出版，臺北。
白博文（1994）。鈴木才能教育及相關的教育理論對我國幼兒小提琴
教學之應用研究。國立臺灣師範大學音樂研究所碩士論文，未出
版，臺北。
江姮姬（2003）。小提琴團體教學研究。國立臺北師範學院學報，16
（1），97－121。
林韻娟（2002）。客家歌謠在六堆地區國民小學班級與社團音樂教學
之個案研究。國立屏東師範學院音樂教育研究所碩士論文，未出
版，屏東。
邵義強（1985）。愛的培育。台北：達欣。
洪萬隆（1991）。弦樂混合式團體教學研究。國科會專題研究計畫成
果報告，計畫編號NSC79-0301-H110-27。
洪萬隆（2000）。鈴木小提琴教學法。高雄：偉文。
施姍佑（2003）。臺灣地區國民小學弦樂團組訓之探究。國立臺北師
範學院國民教育所碩士論文，未出版，臺北。
許允麗（1994）。國民小學兒童合唱團組訓之研究。國立臺北師範學
院初等教育所碩士論文，未出版，臺北。
許惠雯（2003）。我國國小管樂團與兒童樂隊組訓與未來發展之分析研究。國立臺北師範學院國民教育研究所音樂教學碩士論文，未出版，臺北。
教育部（1975）。國民小學課程標準。臺北：正中。
教育部（1981）。國民小學設備標準。臺北：正中。
教育部（1993）。國民小學課程標準。臺北：正中。
教育部（2003）。國民中小學九年一貫課程綱要綜合活動學習領域。教育部。
教育部（2005a）。 九十四學年度全國學生音樂比賽實施要點。教育部。
黃思怡（2003）。小提琴團體教學法之研究－徐多沁教學法與黃鐘教學法。國立臺北師範學院國民教育研究所碩士論文，未出版，臺北。
黃輔棠（1999）。小提琴團體教學研究與實踐。臺北：大呂。
陳軍（譯)（1997）。發掘兒童音樂潛能—如何選擇樂器。臺北：世界文物出版。（A. Ben-Tovim & D. Boyd 原著）
陳冠州（2004）。國民小學低年級實施小提琴團體教學之行動研究。國立臺南師範學院國民教育研究所碩士論文，未出版，臺南。
陳榮貴（1995）。美國中小學音樂教師的養成教育面面觀。中等教育，46（4），21－26。
葉文傑（2002）。1981年至2000年間國民小學音樂教育發展之調查研究－以淡水鎮為例。東吳大學音樂學系碩士班音樂教育組碩士論文，未出版，臺北。
張大勝（1995）。合唱指揮研究。台北：全音。
廖年賦（1986）。管絃樂指揮研究。臺北：全音。
臺北市政府教育局（2002）。全國學生音樂比賽實施要點。臺北市政府教育局。
臺北市政府教育局（2003）。臺北市學生藝術比賽。臺北市政府教育局。
臺北市政府教育局（2004）。臺北市國民小學課外社團設置要點。臺北市教育局。
臺北縣教育局（2002）。藝術團隊概況專輯。臺北縣教育局。
賴美鈴（1998）。光復後我國中小學音樂教育的發展，載於「中小學音樂師資培育與音樂資訊運用發展國際研討論文集」（頁65-101）， 國立屏東師範學院。
賴美鈴（2003）。美國藝術教育政策總論，載於林曼麗（總召集）「世界重要國家中小學藝術教育課程統整模式參考手冊」（頁83-86），國立臺灣藝術教育館。
蕭宏宇（2002）。國小兒童合唱團教學之研究-以基隆市仁愛國小詹老師為例。國立花蓮師範學院國民教育研究所碩士論文，未出版，花蓮。
簡曉瑩（2004）。高雄縣、市國小音樂團隊指導教師角色知覺與專業成長需求之研究。國立臺南師範學院音樂教育系碩士論文，未出版，臺南。
顏慶祥、湯維玲（編輯）（1994）。教育百科辭典。台北：五南。
教育部（2002）。教育政策白皮書。2005年8月19日，取自http://www.edu.tw/EDU_WEB/EDU_MGT/EDURES/EDU6239001/930401.htm?search
教育部（2005b）。挑戰2008國家發展重點計劃－E世代人才培育計劃。2005年11月20日，取自http://www.edu.tw/EDU_WEB/EDU_MGT/ SECRETARY EDU90821/e2008/index.htm
國立教育資料館（2006）。師資培育法。2006年1月16日，取自http://3d.nioerar.edu.tw/2d/teacher/course/course_0201.asp

二、外文部分
Abeles, H. F. , Hoffer, C.R. & Klotman, R.H. (1995). Foundation of music education ,New York: Shirmer.
Ａllen, M. L. (1995). The national standards for arts education：Implications for school string program. American String Teacher, 45(3), 30-35.
Cowden, R. L. (1998). National standards for successful string/orchestra teaching: Teaching introduction. American String Teacher, 48(3), 33-35.
Culver, R. (2003). Group process string teaching. American String Teacher, 53(1), 29-33.
Dillon-Krass, J. & Straub D. A. (1991). Establishing a string and orchestra program. Reston, VA: MENC.
Doerksen, D. G. (1990). Guide to evaluating teachers of music performance groups. Reston, VA: MENC.
Fink, L. (1998). Suzuki remembered in commemoration of his 100th Birthday. American String Teacher, 48(4), 36-39.
Hamann, D. L. & Gillespie R. (2004). Strategies for teaching strings. New York: Oxford.
Hines, B. (1999). The influence of Suzuki on American string education. The Instrumentalist, 53(6), 50-54.
Hurley, C. G. (1998). String project success stories: Lesson to be learned. American String Teacher, 48(4), 50-61.
Racin, L. R. (1998).In memoriam: Shinichi Suzuki. American String Teacher, 48(2), 29-33.
The National Association for Music Education. (1986). The school music program: Description and Standards. Reston, VA: MENC.
The National Association for Music Education. (1994). National standards for arts education: What every young American should know and be able to do in the arts. Reston, VA: MENC.
The National Association for Music Education. (1995). Opportunity-To-Learn standards for Arts Education. Reston, VA: MENC.
Robin, M. J. (2000). Strategies for individual development in homogeneous group lessons. American String Teacher, 50(3), 25-28.

American String Teacher Association. (2004a). National string project consortium ntroduction. Retrieved September 21, 2004, from http://www.astaweb.com stringproject.html.
American String Teacher Association. (2004b). String project tool kit. Retrieved September 21, 2004, from http://www.astaweb.com/toolkit.htm