應用音樂在臺灣高等教育之發展已近二十年，各校音樂學系各 自規劃課程，尚無一致的方向及內容。應用音樂課程的執行，在現 有的教育體制中宜有明確的定位，配合國家教育政策，取得有利的 著力點。 本研究參考國內外的學習組織，建議應用音樂課程建立與傳 統、正式的課堂講授方式不一樣的程序，除了著重於音樂科技的領 域，更以通俗音樂為核心，結合人文與社會的訓練，以小型社會（樂 團演奏）為單元，藉由曲目建立，實行多元與系統化的學習模式， 達至最大的學習成效。 本研究論述國內大學院校應用音樂的目標與課程，把各教學單 位之創設目標與教授課程做比對，歸納課程開設與訂定目標的多元 發展與特色建立的四種模式。

Applied music has been developed in Taiwan higher education for nearly two decades, for every departments of music planning and working on the curriculum separately, with no unity of direction and context. Applied music curriculum is still trying to play its role as a functional and effective program correlated to national educational policies. This research takes the learning organizations of British and America as references, suggests that the learning procedure in applied music curriculum should be different from in those conventional and formal education, which means ‘classroom teaching’. The teaching and learning of applied music should not only emphasize on music technology, but also place popular music in its core, combine with the training in humanity and sociology, work as a small society in band performance, to achieve its greatest effect through various approaches as song getting, and multiple and systematic learning processes. This research discourses about the objectives and lessons of applied music curriculum in Taiwan colleges. The main objectives of an applied music curriculum found and lessons taught are cross examined. They will then sum up to a conclusion that there are four modes of applied music curriculum in regard to their multiple directional developments and specialties.