本研究旨在探討運用作曲軟體Finale創作音樂之課程設計、學生之創作歷程，以及學生對音樂創作課程的看法。研究設計為單一個案多重分析單位，以台北縣藍天高中一年級一個班級共42人為對象，實施八節課程。研究者收集觀察、訪談與文件等資料，並進行分析，最後獲致以下結論：
一、課程設計
(一)觀摩同儕的作品可提升學生的學習動機，並習得實用的創作技巧。
(二)討論活動、創作輔助參考和作業單等鷹架設計，以及教師清楚明確的示範與學生立即實作的機會，可協助學生創作。
(三)教學中融入聆聽活動，可拓展學生的音樂視野；創作過程中提供聆聽的立即回饋，可提升認譜能力，並能根據聽覺效果修改作品。
(四)當學生創作出現困難時，應提供重複學習的機會；創作期末作品之前，應提供重複回顧所學的機會。
(五)課堂時間的安排以單次「示範—實作」為佳。
二、學生之創作歷程
本研究將學生參與創作活動之表現分為安分型、創意型、認真學習型、散漫型、先備程度較佳型與其他，其中：
(一)應斷絕使散漫型學生分心的誘惑，並藉由作業促使他們改善。
(二)應提醒先備程度較佳型學生發揮創意。
(三)教師應適時給予評語，以作為修改作品之參考。
三、學生對本研究之音樂創作課程的看法
(一)喜歡創作音樂，並喜歡自行選擇創作方式，尤其是自由創作的方式。
(二)電腦是接受度頗高且助益良多的創作工具。
(三)可創作屬於自己的作品，但經常缺乏靈感。
(四)能從教師的評語和建議中修改與學習。

The purpose of this study is to inquire the curriculum design of creating music with composing software Finale, students' creating processes, and students' opinions on the curriculum of creating music. The methodology is a single-case embedded design. One high school class with 42 students is chosen to participate in this curriculum for 8 weeks. Data collection including observations, interviews and documents are analyzed to form the following conclusions:
1.Curriculum design
(1)Learning from peers' compositions can promote students' learning motivations, and obtain practical composing skills.
(2)Scaffolding, such as discussions, composing-assisted references, and worksheets, and clear, definite modeling followed by instant practice can help students create music.
(3)Infusing listening into instruction will expand students' music scene. Providing instant feedback of listening may improve the ability of reading scores. Students can revise their compositions according to aural effects.
(4)When students have difficulties in creating music, teachers should provide repetitive learning opportunities. Before creating final works, teachers should provide reviewing opportunities.
(5)Single "modeling-practicing" within a lesson is appropriate.
2.Students' processes in creating music
In this research, students are classified into six types of creating behaviors—abidance, creativity, diligence, looseness, high prior-level, and other. Among them:
(1)Teachers should eliminate the temptation that may distract loose students and urge them to improve by means of assignments.
(2)Teachers should remind well prior-level students of bringing creativity into full play.
(3)Teachers should provide students with timely comments for references to revise their compositions.
3.Students' opinions on the curriculum of creating music
(1)They are interested in creating music and prefer to choose the creating modes by themselves, especially creating freely.
(2)Computer is a highly acceptable and much helpful composing tool.
(3)They can create their own compositions but often lack inspirations.
(4)They may revise their compositions and learn by teachers' comments and suggestions.

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