The learning achievement analysis of sense, rhythm, singing, symbol, and band music in an multimedia music curriculum for the 4th grade students in the elementary school.

• Main Authors: Chang-Pi Chan, 詹掌筆
• Other Authors: Deng-Jyi Chen
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/26939703585280445329

碩士 === 國立交通大學 === 理學院碩士在職專班網路學習學程 === 94 === The main purpose of this research is to delve the learning achievement of sense, rhythm, singing, symbol, and band music in an multimedia music curriculum for the 4th grade students in the elementary school. The multimedia curriculum is part of course in the Art and Music. The research adopted the Experiment Design whose subjects are the fourth grade pupils of the Miaoli County, all of which are divided into the Multimedia material teaching group and the traditional teaching group. Based on the score of music basic proficiency test , we classify all students in the experiment into three groups: high-score (top 27%), medium-score (middle 46%), and low-score (bottom 27%). The research result of this study indicates that all in all, the learning efficiency of the multimedia group is superior to that of the conventional material group. We found the medium-score group has the most significant difference when they are taught by both the multimedia and traditional curriculum. In the high-score group, this difference is relatively limited. In the aspects of the test, the discrepancy of the feeling of the music, rhymes and the test of the instrument are more obvious. However, the singing and the acquisition are unobvious. From the experimental results, we have the following findings: 1.Interesting display function of the multimedia facilitates to inspire students have more impression on the course and it fits in with the theory of the multimedia learning and that of the information affluence. 2.The multimedia curriculum offers students more chance to conduct interactive practice, it fits in the theory behind the “Mastery Learning” and “Keller Plan”. 3.The multimedia curriculum provides students with the learning of “listening” and conforms to the need of the music acquisition that indicates the hearing first and then the ocular experience. Also, the emotional appeal first and then the cognitive appeal. 4.The multimedia curriculum offers the interactive capability that help students easily to get to excellent performance. According to the questionnaire results, most of the students in the multimedia material teaching group are prone to have positive reactions to multimedia learning attitude, manipulation, performance and the automatic learning. There are 70 percent examinees enjoy that teacher combines the multimedia with the course. Limiting by the consideration of the time, place and the human resources, the research adopted the middle grade pupils as the experiment objects. Also, the designs of the multimedia curriculum are different depending on instructor. Results from this study may not be able to apply to more general areas. Further investigation needed to be carried for more general claims.