| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 94 === The study is to discuss if music teachers’ perception of music curriculum still stays at the period of “curriculum standard”, or they have learned about the spirit of “arts and humanities learning area” through in-service education. Music curriculum standard is the concept of subject curriculums; on the contrary, arts and humanities learning area combines the content of music, visual arts, and performance arts to express the concept of integrated curriculum. The theoretical foundations, curriculum designs, and teachers’ instructions of the two are evidently different. The subject of the study is aimed at the music teachers of Kaohsiung City. The tool is self-edited “questionnaire of teachers’ perceived curriculum of ‘music subject’ and ‘arts and humanities learning area’”. 201 questionnaires (recovery rate is 85.08%) are mailed to collect related data, and then analyzed through SPSS10.0. Besides, through judgment sampling, the researcher interviews with one supervisor of the Department of Education of Kaohsiung City Government, one specialist music teacher of arts and humanities learning area in the advisory group of compulsory education, and three elementary music teachers whose music teaching experiences are individually 16, 13, and 6 years to collect qualitative data.
According to the study result, the conclusions are as follows:
1. the background data of elementary music teachers of “arts and humanities learning area”:
(1) the elementary music teachers of Kaohsiung City mostly graduated from music-related subjects.
(2) more than half of the elementary music teachers of Kaohsiung City are simply music teachers.
(3) the materials of “arts and humanities learning area” are mostly from textbooks.
2. the analysis of music teachers’ perceived curriculum of “music subject”:
(1) the elementary music teachers of Kaohsiung City have positive perception of “music subject”.
(2) the elementary music teachers of Kaohsiung City approve that the curriculum goal and design of “music subject” are consistent and complete.
(3) there is a gap between the materials of music curriculum content and children’s life.
3. the analysis of music teachers’ perceived curriculum of “arts and humanities learning area”:
(1) the elementary music teachers of Kaohsiung City have positive perception of “arts and humanities learning area”.
(2) most of the music teachers understand the curriculum model has turned from subject curriculum to integrated curriculum.
(3) the curriculum content of “arts and humanities learning area” is combined with students’ life.
(4) “arts and humanities learning area” is focused on the development of artistic ability.
4. the analysis of the difference between music teachers’ perceived curriculum of “music subject” and that of “arts and humanities learning area”:
(1) the elementary music teachers of Kaohsiung City have positive perception of “music subject” and “arts and humanities learning area”.
(2) there is a gap between the materials of music curriculum content and children’s life; the curriculum content of “arts and humanities learning area” is combined with students’ life.
(3) “arts and humanities learning area” is focused on the development of artistic ability.
5. the suggestion about the music teachers of “arts and humanities learning area”:
(1) improve music teachers’ ability of designing integrated curriculum.
(2) school administrative course scheduling should allow teachers to teach only in their professional area.
(3) plan proper in-service curriculum.
(4) lessen teachers’ teaching burden.
(5) establish resource centers to provide real-time interactive service.
Finally, according to the study result, the researcher proposes some suggestions for related educational institutes, school administration, teachers’ instruction, and the follow-up researchers of related studies.
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