本研究以兩階段方式探討「簡報式」與「互動式」電子白板教學模式及以「學生-電子白板」為互動焦點與以「教師-電子白板」為互動焦點之三方互動模式對國小六年級音樂節奏學習成效之影響。兩階段均採不等組前後測設計之實地實驗研究法，以高雄市某國小六年級各兩班共51及54名學生為研究對象，兩階段皆於前測後分別進行4週與10週之實驗教學，課程結束後分別實施「音樂節奏測驗」與「學習興趣與態度」之後測，所蒐集之資訊，以單因子共變數來分析不同教學模式及不同互動焦點其學習成就與學習興趣態度之差異性，並以皮爾遜積差相關來分析學習成就與學習興趣態度之關聯性。研究結果顯示：一、在音樂節奏學習成就方面，互動式電子白板教學優於簡報式電子白板教學，並且以「學生-電子白板」為互動焦點優於以「教師-電子白板」為互動焦點。二、在學習興趣與態度方面，互動式電子白板教學優於簡報式電子白板教學，並且以「學生－電子白板」為互動焦點優於以「教師-電子白板」為互動焦點。三、學童之音樂學習成就與學習音樂之興趣與態度間，呈現高度相關。

The purpose of this study was two folds. The first part of the study aimed to investigate the effect of two modes of using interactive whiteboard (IWB) on elementary music rhythm learning. The second part of the study was conducted to examine the influence of different focus of technical interaction between students and IWB and between the teacher and IWB on sixth grade students' music rhythm learning. A test on music rhythm and a questionnaire on students' learning attitude were administered before and after the experiment. The data was analyzed using statistic methods include One-way ANCOVA and Pearson's correlation.Major findings of this research are listed as follows:1. The test scores of students using IWB as an interactive tool were higher than students using IWB as a presentational tool; The test scores of the group where the focus of interaction was on the student-IWB were higher than the group where the focus of interaction was on the teacher-IWB.2. The attitude scores of students using IWB as an interactive tool were higher than students using IWB as a presentational tool; The attitude scores of the group where the focus of interaction was on the student-IWB were higher than the group where the focus of interaction was on the teacher-IWB.3. Students' test scores and their attitude scores were highly correlated.