研究生: |
郭姿均 Kuo, Tzu-Chun |
---|---|
論文名稱: |
幼兒音樂教師教學信念之研究 The study on the teacher belief of young children music teachers |
指導教授: |
吳舜文
Wu, Shun-Wen |
學位類別: |
碩士 Master |
系所名稱: |
音樂學系 Department of Music |
論文出版年: | 2007 |
畢業學年度: | 95 |
語文別: | 中文 |
論文頁數: | 161 |
中文關鍵詞: | 幼兒音樂教育 、教學信念 、凱利庫存方格技術 |
英文關鍵詞: | young children music education, teacher belief, Repertory Grid Technique (RGT) |
論文種類: | 學術論文 |
相關次數: | 點閱:299 下載:179 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究透過凱利庫存方格技術(RGT),以半結構式訪談探討七位現職幼兒音樂教師的教學信念。研究者就受訪教師的教學歷程及個人相關經驗建構三十六組教學信念,並分析其相關因素,研究結論如下:
一、在教學方法所形成的信念為(1)從幼兒所熟悉的事物開始教學;(2)運用示範及模仿引導;(3)以各種教學方法提升幼兒注意力;(4)視幼兒反應隨時調整教學活動。
二、在課程設計所形成的信念為(1)幼兒音樂學習包括聽、唱、演奏、讀譜、音樂欣賞、合奏;(2)利用故事與圖像加深幼兒學習印象;(3)運用戲劇輔助教學;(4)善用系統教材與教具。
三、在教師角色所形成的信念為(1)教師應提升自我能力;(2)充分備課;(3)具備隨時掌握幼兒學習狀況的敏銳觀察力;(4)幼兒學習表現會帶動教師成就感或失落感。
四、在親師溝通所形成的信念為(1)家長對於幼兒音樂學習具影響力;(2)應重視與家長的溝通;(3)鼓勵幼兒回家與家人分享學習成果。
五、在班級經營所形成的信念為(1)幼兒音樂學習氣氛應輕鬆愉快;(2)良好的師生互動能營造上課氣氛與激發幼兒學習;(3)音樂學習可以讓幼兒人格行為發展完整。
六、在教學評量所形成的信念為(1)課堂上的立即確認及家庭練習是必要的;(2)口頭、物質的獎勵可激勵學習。
七、教師個人音樂學習經驗在教學實務中,對個人教學信念並無明顯影響,但對求職門檻及家長認同會有影響。
八、在重要的他人方面,家人、曾受教的教師及朋友對於教學信念具有影響。
九、教師幼年的音樂學習經驗、音樂專長、希望增加自己的教學經驗,以及喜歡幼兒教學等有關從事幼兒音樂團體教學之動機,亦為影響教學信念的因素。
十、教師本身的能力及教學經驗、幼兒的學習反應、家長的態度、幼年時的學習經驗,以及受訪者的專業師資養成教育等,此在教學上所關注的事項亦為教學信念的影響因素。
十一、教師對目前的工作的看法會影響其教學信念,會繼續教學者認為教學有成就感,無意願教學者認為社會環境的改變及幼兒音樂教學的年齡限制是其考慮的因素。
十二、未婚者及已婚者分別認為工作時間及子女會影響其從事幼兒教學的意願,此亦對教學信念有所影響。
研究者並根據研究結論提出建議,以提供幼兒音樂教學、相關教育機構訂定決策及後續研究的參考。
The purpose of this study was to investigate the teacher beliefs of young children music teachers. Kelly’s Repertory Grid Technique (RGT) was used, along with semi-structured interviewing. Thirty-six beliefs were derived from teaching processes and personal experiences of seven children music teachers. Conclusions were stated according to six dimensions as below:
1. Beliefs about the teaching method were: (1) using things that children were familiar with at the beginning; (2) to demonstrate and let children imitate; (3) to improve children’s attention by different ways of teaching; and (4) to adjust classroom activities anytime according to the reaction of children.
2. Beliefs about the curriculum design were: (1) using varied activities such as listening, singing, playing, reading, music appreciation and ensemble; (2) using stories and pictures to make children impressed; (3) using drama as an instruction aid; and (4) using the systematic teaching material and teaching aids appropriately.
3. Beliefs about the teacher role were that: (1) teachers should improve their own ability; (2) teachers should prepare lessons very well; (3) teacher should be aware of children’s condition while teaching; and (4) children’s learning response will arouse teachers’ positive or negative feelings of teaching.
4. Beliefs about the communication with parents were that: (1) parents have powerful influence on children’s music learning; (2) teacher should be serious to communicate with parents; and (3) teacher should encourage children to share their learning results with their families.
5. Beliefs about the classroom management were that: (1) the learning environment for children should be joyful; (2) positive interaction between teachers and students will help the class and promote children’s motivation; and (3) music learning is beneficial for children’s personal and behavioral development.
6. Beliefs about the assessment were: (1) immediate affirmation in the classroom and regular practicing at home are necessary; and (2) an oral or the material rewards can help to encourage children.
7. Teachers’ beliefs were no obvious influence on teaching practice while considering personal music learning background, but the background had some negative influence while looking for jobs or getting parents’ identification.
8. Important persons such as family, friends, and teachers who had taught have much influence on teachers’ beliefs.
9. The motivation to be a young children group music teacher included teachers’ music learning experience in childhood, music ability, a longing to increase one's own teaching experience, and enjoying the children music teaching. Such were also important factors for teachers’ beliefs.
10. The closely attentive things by teachers were the teaching ability and experience, the communication with children, parents’ attitude, childhood learning experience, and the professional education. Such were also important factors for teachers’ beliefs.
11. Teachers’ view about present occupations was also a factor to influence teachers’ beliefs. Those who would continue to teach had positive attitudes towards teaching, but those who wouldn’t continue worried about the social development and the limit of their teaching age.
12. The conditions of marriage and the children to bring up were also important factors to influence teachers’ beliefs.
According to this research, several suggestions for young children music education were also proposed to the teachers and institutions along with some advices for future studies.
壹、中文部分
王文科(1995):教育研究法。台北:五南。
王心詠和黃台珠(1997):教師信念與實驗室教學實務對學習環境的影響:一位國中生物教師的個案研究。中華民國第十三屆科學教育學術研討會論文彙編(頁347-353)。台北:國立臺灣師範大學理學院。
王恭志(2000)。教師教學信念與教學實務之探析。教育研究資訊,8(2),84-98。
方吉正(1998)。教師信念研究之回顧與整合-六種研究取向。教育資料與研究,20,36-42。
方永泉(2000)。知識與信念。在於賈馥茗、劉真、曾濟群和趙麗雲(編者)。教育大辭典(5),11-13。台北:文景。
江月姻(2002)。國民小學教師教學信念之研究。台中師範學院國民教育研究所碩士論文,未出版,台中。
江麗莉(2002)。建構中的基本能力與學力指標,幼教簡訊,創刊號,5-6。
李玉馨、潘麗珠、王秀玲、康瀚文、許力仁、連育仁(2004)。國民中學國文教師教學信念與教學實踐之調查研究。國立編譯館館刊,32(3),26-43。
李毓清、楊志強(2000)。教師信念之研究,幼兒教育年刊,12,113-140。
李宜靜(1997)。教學實務與班級經營:一位國中生物教師的個案研究。國立高雄師範大學科學教育研究所碩士論文,未出版,高雄。
李雯佩(2005)。幼稚園教師教師信念之研究。國立花蓮師範學院幼兒教育學系研究所碩士論文,未出版,花蓮。
吳正成(2005)。台東縣國民小學教師教學信念與實踐之探究。國立台東大學教育研究所碩士論文,未出版,台東。
吳世玲(2000)。生活經驗在兒童音樂概念上的理解應用。國立台灣師範大學音樂學系碩士班碩士論文,未出版,台北。
吳松樺(2002)。教師教學信念之個案研究:以國小一年級教師為例。國立台中師範學院國民教育研究所碩士論文,未出版,台中。
吳珮瓏(2004)。幼稚園教師教學信念及其轉變因素之研究。國立嘉義大學幼兒教育研究所碩士論文,未出版,嘉義。
周淑惠(1996)。幼兒教師之教學信念與行為研究。行政院國家科學委員會專題研究計劃成果報告,報告編號:NSC84-2411-H134-005。
周淑惠(1997)。正式與非正式幼兒教師之教學信念與行為研究。國科會專題研究計畫成果報告,報告編號:NSC85-2413-H134-005。
周淑惠(1999)。一位國小教師國語科教學信念之研究。國立台北師範學院國民教育研究所碩士論文,未出版,台北。
林佩蓉、陳淑琦(2004)。幼兒教育。台北:國立空中大學。
林清財(1990)。我國國民小學教師教育信念之研究。國立政治大學教育研究所博士學位論文,未出版,台北。
林進材(1999)。教學理論與方法。台北:五南。
林寶山(1990)。教學論—理論與方法。台北:五南
林淑梨、王若蘭、黃慧真(譯)(1991)。人格心理學。台北:心理。(Phares, E. T.原著)
胡昭瑛(2003)。國中音樂才能班視唱聽寫教師教學信念之研究。國立台灣師範大學音樂學系在職進修碩士班碩士論文,未出版,台北。
財團法人山葉音樂振興基金會(年代不詳)。山葉音樂教育系統指導書。臺北:作者。
洪玉真(2001)。一位幼稚園教師的教師信念研究。國立中正大學教育研究所碩士論文,未出版,嘉義。
洪光遠、鄭慧玲(譯)(1995)。人格心理學。台北:桂冠。(Pervin, L. A.原著,1993)
高強華(1993)。論信念的意義、結構與特性。現代教育,7(30),74-89。
翁敏婷(2000)。國中生理化學習環境知覺及其與學術地位、自我效能關係之探討。國立臺灣師範大學科學教育研究所碩士論文,未出版,台北。
梁維倩(2005)。高雄縣國民中學藝術與人文領域教師教學信念探究。屏東師範學院音樂教育學系碩士班碩士論文,未出版,屏東。
教育部(1987)。幼稚園課程標準。台北:正中
張明麗(2002)。學前教師教育信念與專業成長關係之研究。光武學報,25,13-59。
張春興(1998)。張氏心理學辭典。台北:東華。
張恒愷(2001)。國小學生音樂欣賞能力指標建構之研究。國立台灣師範大學音樂學系碩士班碩士論文,未出版,台北。
陳玫禎(2005)。國小音樂教師教學信念與師生互動之個案研究。台北市立師範學院藝術研究所音樂教育組碩士論文,未出版,台北。
陳婷芳(1995)。幼稚園教師教育信念與教學行為之研究。國立臺灣師範大學家. 政教育研究所碩士論文,未出版,台北。
陳雅芬(2001)。以凱利方格法探討學生對於氣體的概念理解。國立臺灣師範大學科學教育研究所碩士論文,未出版,台北。
陳均帆(2005)。探討朱宗慶打擊樂教學法對兒童音樂教育的幫助。國立臺北藝術大學音樂學系研究所在職專班碩士論文,未出版,台北。
郭碧唫、呂錘卿、尤淑純(1996)。幼稚園教師專業知覺、教育信念與工作動機之探討。行政院國家科學委員會專題研究計畫成果報告,計畫編號:NSC84-2421-Hu142-001
郭姿均、吳舜文(2006)。山葉音樂教學系統幼兒階段「鑑賞」教材之分析研究。論文發表於國立台灣師範大學音樂學系主辦之「音樂教育學術研討會─音樂教學法之理論與實務」,台北。
湯仁燕(1993)。國民小學教師教學信念與教學行為關係之研究。國立台灣師範大學教育研究所碩士論文,未出版,台北。
黃儒傑(2003)。國小初任教師教學信念及其有效教學表現之研究。教育研究集刊,49(1),171-197。
黃淑苓(1994)。國內教師信念研究的現況與未來。興大人文社會學報,6,135-152。
賈美琳(1992)。幼稚園教師角色之研究。國立台灣師範大學家庭教育研究所碩士論文,未出版,台北。
楊艾琳、林公欽、陳惠齡、劉英淑、林小玉(2000)。藝術教育教師手冊-幼兒音樂篇。國立台灣藝術教育館。
劉威德(1999)。教師教學信念系統分析及其與教學行為關係之研究。台灣師範大學教育心理與輔導研究所博士論文,未出版,台北。
劉姵蓁(2004)。幼稚園教師教育信念之研究-以一位男性教師為例。國立台北師範學院幼兒教育系碩士班碩士論文,未出版,台北。
賴萱和(1999)。新制實習制度下生物實習教師專業成長之個案研究。國立高雄師範大學科學教育研究所碩士論文,未出版,高雄。
蔡秀芳(1999)。營造學生為主動學習者之合作行動研究。國立高雄師範大學科學教育研究所碩士論文,未出版,高雄。
鄭方靖(1993)。本世紀四大音樂教育主流及其教學模式。台北:奧福教育出版
鄭瑞菁(1998)。幼教教師教育信念之比較研究。屏東師院學報,11,313-340。
鄭舜分(2005)。國小藝術與人文教師教學信念之研究。台北市立師範學院藝術研究所音樂教育組碩士論文,未出版,台北。
盧明(1994)。幼教教師對於適性教學之信念研究。國立嘉義師院學報,8,493-518。
盧明、黃淑苓(1996)。台灣地區幼教教師對事性教學之信念與教學行為之研究。興大人文社會學報,5,133-155。
盧美貴、陳伯璋、江麗莉(2003)。我國五歲幼兒基本能力與能力指標建構研究。教育部委託之專題研究成果報告,計畫編號:RRPG91050088。
藍雪瑛(1995)。我國國民中學國文教師教學信念形成因素之研究。國立台灣師範大學教育研究所碩士論文,未出版,台北。
謝瑩慧(1995)。影響幼稚園教師課程決定的教育理念研究。載於國立屏東師範學院主編,八十四學年度師範學院教育學術論文發表會論文集,屏東。
瞿仁美(1997)。國民小學補校教師教學信念及其影響因素之研究。國立高雄師範大學成人教育研究所碩士論文,未出版,高雄。
簡紅珠(1988)。教師思考之研究與師範教育。國教世紀,23(3),22-25+47。
簡楚瑛(1995)。我國幼稚園教師教育信念與教學行為之相關因素研究。國科會專題研究計畫成果報告,計畫編號:NSC84-2411-H134-009。
貳、英文部分
Allan Hewitt (2006). A Q study of music teachers’ attitudes towards the significance of individual differences for teaching and learning in music. Psychology of Music, 34(1), 63-80 (2006)
Austin, J. R. & Reinhardt, D. (1999). Philosophy and Advocacy: an examination of preservice music teachers’ beliefs. Journal of Research in Music Education, 47(1), 18-30.
Bauch, P. (1984). The impact of teachers’ instructional belief on their teaching: Implication for research and practice. Paper presented at the annual meeting of the American educational research association, New Orleans
Bennet, N. (1976). Teaching styles and pupil progress. London: Open Books
Bolin, F. S. (1988, March-April). Helping student teachers think about teaching. Journal of Teacher Education, 48-54.
Bredkamp, S. & Copple, C. (1997) /洪毓瑛(2000)。幼教綠皮書-符合孩子身心發展的專業幼教。新竹:和英
Brickhouse, B. A., & Bodner, G. M.(1992). The beginning science teacher:Classroom narratives of convinctions and constraints, Journal of Research in Science Teaching, 29(5), 471-485.
Brousseau, B. A., & Freeman, D. J. (1988). How do teacher education fculty members define desirable teacher beliefs?Teaching and Teacher Education, 4(3), 267-273.
Brousseau, B. A., Book, C., & Byers, J. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education, 39(6), 33-39.
Bullough, R. V. (1989). First-Year teacher:A case study. New York:Teachers College Press.
Fransella, F. & Bannister, D.(1977).A manual for Repertory grid technique, Academic Press.
Gardner, H. (1983). Frames of mind:the theory of Multiple intelligences. New York:Basic Books.
Gordon, E. E. (1997). A music learning theory for newborn and young children. Chicago: GIA.
Hargreaves, D. J., & Zimmerman, M. P. (1992). Development theories of music learning. Colwell, R. (Ed.). Handbook of research on music teaching and learning (pp.377-391). New York: Schirmer Books.
Hatch, J. A. & Freeman, E. B. (1988).Kindergarten philosophies and practices: perspectives of teacher, principals, and supervisors. Early Childhood Research Quarterly, 3, 151-166.
Hoot, J. L. and the others (1989). Educator beliefs regarding developmentally appropriate preschool programming. Paper presented at the Elementary and Early Childhood Education, New York. (ERIC Document Reproduction Service No. ED315179).
Kagan, D. M. (1992). Implication of research on teacher beliefs. Educational Psychologist, 27(1), 65-90.
Kang, D. M. & Smith, K. E. (1988). Belief and behaviors of kindergarten teachers. Educational Research, 30(1), 26-35.
Karnafel, M. A. T. (1994). Contrasting child-centered and teacher-directed kindergarten programs. Dissertation at University of California, Los Angels. UMI order number:AAC 9420502.
Kelly, G. A. (1955). The psychology of personal constructs. New York: Norton
Kassner, C. S. (1992). Research on music in early childhood. Colwell, R. (Ed.). Handbook of research on music teaching and learning (pp.633-650). New York: Schirmer Books.
Lin, Y. W. (1994) . Early childhood student teacher’ images and her classroom practices. Paper presented at Annual Meeting of National Teachers Colleges. Taiwan:Tainan.
Janet Mills & Jan Smith (2003). Teachers' beliefs about effective instrumental teaching in schools and higher education. British Journal of Music Education, 20, 5-27
Munby, H. (1982). The place of teachers’ beliefs in research on teacher thinking and decision making, and an alternative methodology. Instructional Science. 11, 201-225.
Munby, H. (1983). A qualitative study of teachers’ beliefs and principles. (ERIC Document Reproduction Service No.228215).
Munby, H. (1984). A qualitative approach to the study of a teachers’ beliefs. Journal of Research in Science Teaching, 21(1), pp.27-38.
Mayer, R. (1985). Recent research on teacher beliefs and its use in the improvement of instructions. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, U.S.A.
Nespor, J. (1985). The role of beliefs in the practice of teaching: Final report of the teacher beliefs study. (ERIC NO. ED 270446)
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19 (4), 317-328.
O’Loughlin ¸M.(1989).The influence of teachers´ belief about knowledge, teaching, and learning on their pedagogy: a constructivist reconceptualization and research agenda for teacher education. (ERIC No. 339679 )
Olson, J. (1988). The cultural context of teacher thinking and its significance for innovation. (ERIC No. ED293 832)
Pajares, M. F. (1992). Teacher’s belief educational research: Cleaning up a messy construct. Review of Education Research, 62(3), 307-332.
Porter, A. C., & Freeman, K. J. (1986). Professional orientations: An essential domain for teacher testing. Journal of Negro Education, 55, 284-292.
Rokeach, M. (1980). Beliefs, attitudes and Values. (7th Ed.). New York:The Free Press.
Pope, M. L. and Keen, T. R. (1981). Personal construct psychology and education. London, Academic Press.
Sigel, I. E. (1985). A conceptual analysis of beliefs. In I. E. S. (Ed.) Parental belief system:The psychological consequences for children. Hillsdale, NJ: Erlbaum.
Spodek, B. (1988). The implicit theories of early childhood teachers. Early Child Development and Care, 38, 13-32.
Schmidt, M.(1994). Defining “Good” music teaching: four student teachers’ beliefs and practices. Bulletin of the Council for Research in Music Education 138:19-49
Tabachnick, B. R., & Zeichner, K. M. (1984). The impact of the student teaching experience on the development of teacher perspectives. Journal of Teacher Education, 35(6), 28-42.
Wehling, L. J., &Charters, W. W. (1969). Dimensions of teacher beliefs about the teaching process. American Educational Research Journal, 6(1), 7-29.
Wong, M. (2005). A cross-cultural comparison of teachers' expressed beliefs about music education and their observed practices in classroom music teaching. Teachers and Teaching: Theory and Practice, 11(4), 397-418.
Zimmerman, M. P. (1984). The relevance of Piagetian theory for music education. International Journal of Music Education, 3, 31-34.