A Case Study of Teaching Effectiveness of A Music Teacher without Music-Related Background in the Elementary School

• Main Authors: JUAN YI-CHING, 阮怡菁
• Other Authors: 陳虹苓
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/91053672220191312492

碩士 === 國立臺北教育大學 === 音樂教育學系碩士班 === 95 === The purpose of this study was to investigate the teaching effectiveness of a music teacher without music-related background in the elementary school .The study explored the situation from five aspects : instructional design,teaching strategies and skills, classroom management , instructional assessment, and professional growth. The research method of this study was “case study”, the subject was a purposely-selected elementary music teacher without music-related background in Chiayi County, and the data collection by means of observation and interview in a semester was depicted to achieve the goal of this study . All data were examined by coding analysis and the triangulation method was used to improve the data’s validity . Based on the findings of this study ,the researcher made the following conclusions : 1. In the aspect of instructional design , the subject could understand the starting actions of the students , do well about teaching plans , be familiar with teaching materials , and strengthen the collected teaching materials . However , the subject was weak in the development of curriculum structure and the study of teaching methodology. 2. In the aspect of teaching strategies and skills, the subject could use the student’s questions and motivate them to study . Many different teaching methods, such as questioning , oral instruction, and cooperative learning , were used to teach students . However , the subject was not totally familiar with music teaching methods and the instructional tools used by the subject didn’t include multimedia and computer technology . 3. In the aspect of classroom management , the subject could establish and keep the classroom rules in order , use reinforcement theory to create a good relationship in the class . However , the subject failed to change the classroom arrangement and decoration simultaneously with the teaching activities. 4. In the aspect of instructional assessment , the subject could evaluate each student’s individual difference and change the ways of assessment and expectation . However , the ways of assessment lacked diversity and its analysis and conclusion were weak in its arguments . 5. In the aspect of professional growth , the subject used self-education and peer cooperation as the means of in-service training . However , the subject’s teaching study was not sufficient . Generally speaking , the subject’s teaching effectiveness , stimulated from her enthusiasm and good belief in education , was also revealed in her well-prepared instructional design , fairly-controlled classroom management , and well-rounded professional growth . However , the subject who had no music-related background lacked diversity in the aspects of instructional assessment and teaching strategies and skills.