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題名:學科取向音樂教育(DBME)課程發展模式建構之研究
作者:謝素月
作者(外文):Hsueh.Su-Yueh
校院名稱:國立台北師範學院
系所名稱:教育政策與管理研究所
指導教授:歐用生
學位類別:博士
出版日期:2005
主題關鍵詞:學科取向音樂教育(DBME音)課程發展模式音樂批評課程實踐Discipline-Based Music Education (DBME)Curriculum Development ModelMusic CriticismCurriculum praxis
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學科取向音樂教育(DBME)課程發展模式建構之研究
摘 要
本研究旨在探討源自於DBAE的DBME基本理念,依據DBME基本理念,融合專家學者及現場教師的意見,以行動研究的方法,初步建構適合本土國小的DBME課程模式,依據課程模式的設計原則設計音樂課程在教育現場實施,在實施的過程中,觀察、分析學生學習過程的轉變,透過行動與反省的交互作用,與學生共同建構學習經驗,了解課程實踐時的優缺點及可行性。最後,最後綜合整理出適合我國國小的DBME課程發展模式,並對於未來國小音樂教育課程發展提出可行的建議,茲說明如下:
壹、 結 論
一、學科取向音樂教育(DBME)的基本理念
目的在培養創作和表現能力、識別和分享能力、理解音樂之價值與本質,理解音樂之美的能力、理解音樂歷史和文化背景的能力。強調具體的書面計畫,取材多元、開放,以結構的方式(繼續性和順序性原則)組織課程,課程設計可以統整、銜接四個領域,並允許教學活動隨著情境而改變其規律和順序。以描述(檢查)、解釋(評估)、評價 (回饋)、主題(重構)等程序,詳細評鑑學習者的成果。
二、適合本土的學科取向音樂教育(DBME)課程發展模式的主要內容
(一)課程目標:
1.使每一位學生能夠自我探索音樂創作素材,藉由認識音樂歷史,覺知環境與個人的關係,運用音樂素材與形式,從事音樂藝術表現,以豐富生活與心靈。
2.使每位學生能透過音樂鑑賞及文化活動,體認各種音樂藝術價值、風格及其文化脈絡,珍視音樂文物與作品,並熱忱參與多元文化的音樂藝術活動。
3.使每位學生能瞭解音樂藝術與生活的關聯,透過音樂活動增強對環境的知覺;認識音樂術行業,擴展音樂藝術的視野,尊重與瞭解音樂創作,並能身體力行,實踐於生活中。
(二)課程設計
課程的內容為(創作、歷史、批評、美學)、課程組織重視「繼續性」和「順序性」、「整合性」以符合「螺旋式課程」的精神,並加入「學科內統整」、「後現代課程組織觀念」(豐富性、回歸性、關聯性、嚴密性)的組織方式。
(三)課程實施
1.教學活動:包括音感練習與創作、節奏學習與創作、演唱、演奏、音樂創作鑑賞與批評、音樂史的理解、音樂美學探討等動態、靜態的教學活動。
2.教學過程:教學前了解學生的經驗、起點行為,理解學生的學習風格;教學中因材施教、重視個別差異,加強師生互動,接納學生奇特的想法和觀念,提供學習機會,教學活動多樣化、多元化,教學後檢討、反思、修正教學活動內容。
3.教學評量:以多元評量方式進行評量:含真實評量(實作評量)、檔案評量(卷宗評量)等。
(四)課程評鑑:包括:描述(檢查)、闡釋(回饋)、評價(評估)、主題(重構)等程序。
三、學科取向音樂教育(DBME)課程方案實踐之成效
(一)實踐之優點
1.能理解音樂的意義和價值,建立音樂美學基本概念。
2.能培養學生分析判斷能力,發展批評美學基礎概念。
3.能建立學生音樂基本技能,兼顧學生綜合能力的發展。
4.能激勵教師課程設計意願,培養教師規劃統整課程能力。
5.能維持學科基礎的完整性,兼顧課程統整的整合概念。
(二)實踐之缺點
1.僵固的教學觀念仍然存在,教與學的習慣不易改變。
2.音樂創作曲曲目艱深,挑戰教師改編樂曲能力。
3.課程計畫隨時改變,漏失音樂課程重要概念。
4.理論內容較為複雜,教師理解不易實施困難。
(三)實踐的可行性
1.可從低年級開始實施DBME課程方案。
2.可以以任一課程內容為主設計DBME統整課程。
3.可以規劃主題統整式的DBME課程。
4.可進行學校本位的DBME課程發展模式實驗。
貳、建 議
一、在課程與教學方面:
加強教師的課程規劃能力、提供多元開放的學習引導。
二、在學校教育方面
推展「綜合性音樂教育」的理念,建構學校課程革新的程序,落實「學校本位課程」發展的目標。
三、在教育研究方面
未來的研究者可以運用不同的研究方法與策略,從事理論課程發展模式的建構與課程發展的研究;也可以結合各項新興的議題,選擇多元的主題,進行DBME課程融合與分析的探究,修正成為本土的DBME。
四、在教育主管機關方面
提供DBME課程發展之研究經費、鼓勵進行DBME課程發展模式行動研究、進行小規模課程發展模式實驗課程。
關鍵字:學科取向音樂教育(DBME)、課程發展模式、音樂批評、課程實踐
A Research on Curriculum Development Model constructed for Discipline-Based Music Education
Abstract
This research’s objective is to explore the principles and practicality of the Discipline-Based Music Education (DBME) originating from the Discipline-Based Art Education (DBAE). To accomplish this, I launched a local- friendly DBME curriculum model. This was assisted by a group of specialists, scholars and teachers in this field who worked hand in hand in an Action Research -based principal. That is, to actualize the DBME curriculum model in one music class. I then observed and collected necessary data to be analyzed and evaluated. Upon reflection, I drew the experiences and identified the research outcome in terms of its advantages and disadvantages as well as its practicality and restrictions. Last but not least, I integrated the research outcome into a DBME curriculum development that is suitable for the current primary school landscape. Suggestions for future primary school music education are also included in this thesis. They are depicted as the following:
Conclusion
What is the principles of Discipline-Based Music Education(DBME)?
The DBME emphasizes the importance of essence and value of music. Its main aim is to help students developing their ability of understanding and recognizing the value of music. Music education should be embedded within the Common and Aesthetics education sphere. Its contents should include the following: music production, music history, music criticism, and music aesthetics. The objectives of DBME are to foster students with the skills corresponding and sharing ideas and resources when making and responding to music; to understand and recognize the essence and value of music, and finally to grasp the historical and cultural background of various musical genre. By emphasizing on concrete, rich and open-minded teaching plans along with the curriculum of continuity and sequence, teaching activities can be changed according to different teaching environments. Learners can be assessed through the process of how they give description, interpretation, judgment and thematic restoration.
A localized DBME curriculum development model and its contents
Curriculum Objectives
1.To provide students with opportunities to explore different musical materials in order to develop and enrich one’s perception of life through the process.
2.To encourage students listening to music from different music traditions, cultures and styles and develop the skill of analyzing and appraising what they hear. They should be acquainted with such aspects of historical or cultural background as will enable them to appreciate the music in context and be willing to participate in various musical activities.
3.To enable students to make links between what they learn from class and their personal life. It does so by introducing music in a way that students are able to expand their experiences beyond the classroom.
Outlines of Curriculum
This outline program of study sets out the principles of music production, music history, music criticism, and finally music aesthetics. The continuity, sequence, and integrity of each program will be emphasized to comply with the characteristic of a “Spiral Curriculum” model. “Interdisciplinary Integration” and “Postmodern Curriculum” materials will also be added.
Curriculum Implementation
1.The activities within class should enable students to explore the structural, expressive, and stylistic potential of the elements of music and to be able to perform with technical control and expressive capability. These skills will be consolidated with students’ appreciation of music history and aesthetics of music.
2.Teachers should interact with students and be sensible of students’ individual needs. Musical activities should be introduced in a multiple approach whilst reflections are helpful when making future teaching plans.
3.Assessment is conducted in a multiple manner, which includes performance assessment and portfolios assessment.
4.The evaluation process includes description(check),interpretation(feedbacks), judgment (evaluation)and thematic(restructured), etc.
Evaluation of DBME curriculum model
Advantages
1.To be able to help students understand the meaning and value of music and to establish the basic concepts of music aesthetics.
2.To be able to foster students’ analyzing skills which offer a foundation for further music appraising development.
3.To enable students’ basic music-making and responding skills.
4.To be able to encourage teachers and provide them with opportunities to develop their skills of curriculum integration.
5.To be able to maintain the completeness of the subject and give consideration to the curriculum integration at the same time.
Disadvantages
1.Teachers are themselves taught in a different way in the past thus they are habitually resistant to new ideas and changes.
2.It is challenging for teachers to integrate various music-making skills illustrated in the DBME curriculum mode due to the complicated nature of composition.
3.Teachers’ ability to respond flexibly emphasized by the DBME model risks losing the key concept of the lesson.
4.The DBME theory can be incomprehensive to some teachers due to complicated theory.
Practicalities
1.The DBME curriculum model is best implemented from junior classes.
2.The DBME curriculum model can be integrated into any subjects.
3.The DBME curriculum model can be integrated into other “Thematic Integration”-related subject.
4.A school-based DBME curriculum model can be experimenting in the future.
Suggestion
1.On teachers: to strengthen teachers’ skills of planning a lesson and being open-minded.
2.On school : to promote the idea of “ comprehensive music education” in order to establish the step-by –step approach to curriculum reform and to achieve the goal of a “ school-based” curriculum.
3.On education-related researchers: for prospective researchers, I suggest that different research methodologies can be applied. Latest issues can also be integrated into the research of DBME curriculum development model. Therefore, the findings of the DBME model can be tailored to meet different needs.
4.On local authorities: to encourage and offer funding for DBME curriculum development model’s research and experiments.
Keywords: Discipline-Based Music Education (DBME), Curriculum Development Model, Music Criticism, Curriculum praxis
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