竹笛教學融入兒童奧福教學法之研究

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Title:	竹笛教學融入兒童奧福教學法之研究
Other Titles:	Research on the Integration of Bamboo Flute Teaching into Orff Approach
Authors:	蔡淑婷 TSAI, SU-TING
Contributors:	民族音樂學系明立國 MING, LI-KUO
Keywords:	奧福教學法;竹笛教學;行動研究;兒童音樂教育 orff teaching method;bamboo flute teaching;action research;children's music education
Date:	2018
Issue Date:	2018-12-18 16:47:29 (UTC+8)
Abstract:	本研究採用行動研究法(action research)，將運用奧福教學法（Orff Approach）之教育理念，以卡爾．奧福（Carl Orff）教育理念設計教案，並以融入國小四年級學童的竹笛音樂課程。筆者將透過奧福教學法的理念及方法，設計竹笛的教學教案，並設計前測、後測問卷調查藉以了解學生對於竹笛的觀點及其變化。筆者以以雲林縣安慶國小學生為研究對象，分別自行設計竹笛課程，課程涵括：肢體律動、頑固伴奏、卡農、和聲、器樂合奏......等教學內容，並將以國小原有竹笛課程內容為比較基礎，將竹笛教學課程之設計並與直笛作為比較異同。　　筆者擔任實際竹笛教學之角色，並由國小班級教師協助進行前後測問卷分析。在事前的蒐集相關文獻資料外，並於教學實施過程中進行課前課後測驗等為主要資料收集來源，再參酌專家學者的建議，分析歸納成以下結論：一、竹笛課程融入奧福教學課程學童接受度高 (一)學童對於直笛課程轉換為竹笛課程接受程度。二、融入奧福教學課程對竹笛 (一)融入奧福教學課將有助於提升竹笛學童的節奏感。 (二)融入奧福教學課程提升學童的音感。 (三)竹笛融入奧福教學課程後學童的竹笛吹奏能力有進步。　　最後，依據以上結論，分別針對：國小學童推動竹笛課程，國小音樂教育相關工作做出具體建議參考。　　This research adopts action research method and will use Orff's educational philosophy to Karl. Carl Orff's educational philosophy is to design lesson plans and to integrate the bamboo flute music curriculum for the fourth grade children of the elementary school. The author will design the teaching plan of the bamboo flute through the philosophy and methods of the Orford teaching method, and design pre-test and post-test questionnaire surveys to learn students' views and changes on the bamboo flute. The author takes the elementary and middle school students in Anqing County of Yunlin County as the research object, and designs the bamboo flute courses on their own. The courses include: body rhythm, stubborn accompaniment, Canon, harmony, instrumental ensemble... and other teaching contents. Based on the basic content of the original elementary school bamboo flute curriculum, the design of the flute teaching course is similar to that of the straight flute.　　The author served as the role of the actual bamboo flute teaching, and was assisted by the elementary school teachers to analyze the questionnaire before and after the questionnaire. In addition to collecting relevant documents beforehand, and during the implementation of the teaching, pre- and post-study tests are the main source of data collection. After consulting the experts and scholars, the following conclusions are analyzed: 1. The bamboo flute course is integrated into the teaching of Orford. The acceptance of students in the curriculum is high. (1) The acceptability of the students for the flutes course to the bamboo flute course. Second, into the Orford teaching curriculum for the bamboo flute (A) into the Orford teaching class will help improve the rhythm of bamboo flute students. (b) To integrate the Orford teaching curriculum to enhance the musicality of schoolchildren. (3) The bamboo flute playing ability of the school children has been improved after the bamboo flute has been integrated into the Orford teaching curriculum.　　Finally, on the basis of the above conclusions, they respectively aimed at: the primary school children to promote the bamboo flute curriculum, and the national and minor music education related work to make specific recommendations.
Appears in Collections:	[Graduate Institute and Department of Ethnomusicology] Disserations and Theses

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