音樂結合情緒教育提升國小學童音樂興趣之研究-以木吉他演奏曲為例

Abstract

本研究是以行動研究法進行演奏音樂情緒辨識的課程教學研究，希望透過音樂結合情緒教育，能夠提升國小學童音樂情緒辨識能力與學習音樂的興趣，讓學童能有更多元的方式體驗音樂，使音樂更貼近學生生活。本研究的研究對象為國民小學三年級26名學童，在進行教學前，先實施演奏音樂聆聽感受前測，了解學童音樂情緒辨識的起點能力，再進行音樂情緒辨識課程方案的設計。在經過課程教學後，實施後測並且比較分析前後測的學生表現。本研究的目的在於：（1）探討音樂情緒辨識課程對國小學童之影響；（2）比較國小實施本研究課程後對於辨識音樂情緒之差異；（3）透過音樂情緒辨識課程的實施經驗，提供有效的課程設計與教學策略；（4）依據研究結果提出建議，提供給師範院校、教育行政機構及未來研究作為音樂與情緒教育之參考。根據教學的過程以及研究結果分析，本研究可以歸納以下5點結論：（1）學童聆聽演奏音樂時多感受到「平靜」與「放鬆」；（2）教學後提供學童有效辨認音樂情緒的方法；（3）音樂結合情緒教育有助於提升學生學習音樂之興趣；（4）音樂結合情緒教育有助於提升學生音樂鑑賞力（5）音樂結合情緒教育有助於提升學童情緒智力。This study adopts an action research approach to explore the teaching of musical emotion recognition in performance. By integrating music with emotional education, it aims to enhance elementary school students' abilities to recognize emotions in music and to increase their interest in learning music. This approach provides students with diverse ways to experience music, bringing it closer to their everyday lives. The study's participants are 26 third-grade students from an elementary school. Before the instruction begins, a pre-test on musical emotion recognition through listening is administered to assess the students' baseline abilities. Following this, a curriculum focused on musical emotion recognition is designed. After completing the course, a post-test is conducted, and the students' performances before and after the instruction are compared and analyzed. The objectives of this study are: (1) To examine the impact of a musical emotion recognition course on elementary school students; (2) To compare the differences in students' abilities to recognize emotions in music before and after the course; (3) To provide effective curriculum design and teaching strategies based on the experience of implementing the musical emotion recognition course; (4) To offer recommendations based on the research findings, providing references for teacher training institutions, educational administrative bodies, and future studies in the fields of music and emotional education. Based on the analysis of the teaching process and research results, the study concludes with the following five points: (1) Students most frequently experience feelings of"calm" and "relaxation" when listening to performed music; (2) The course provides students with effective methods for recognizing emotions in music; (3) Integrating music with emotional education helps increase students' interest in learning music; (4) Integrating music with emotional education enhances students' music appreciation abilities; (5) Integrating music with emotional education contributes to the improvement of students' emotional intelligence.