| Summary: | 碩士 === 臺北市立教育大學 === 音樂藝術研究所 === 94 === The purpose of this study was to examine the effect of critical thinking strategies on the musical thinking of 4th graders. The research method of this study included a pretest-posttest nonequivalent–control group design with qualitative data collection. Two classes, including 57 participants, were randomly selected from an elementary school in Taipei City. One class was experimental group and the other was control group. Both groups received 20-class-meeting music appreciation instruction designed by the researcher. Critical thinking strategies were only used in the experimental group.
A questionnaire “Music Appreciation Learning Achievement”, “Music Concept Mapping” and “Critical Thinking Reflective Worksheet” were used as the instruments in the study. Descriptive statistics, independent-sample t test and NVIVO were utilized to analyze the collected data.
The findings are as follows: The critical thinking strategies could improve students’ concept description ability effectively. Pertaining to formal analysis and reception interpretation, there were no significant differences between the experimental group and the control group.
It can be suggested that the training of critical thinking strategies and musical thinking as well as developing musical thinking assessment tools and criteria for in-service teachers are needed. In addition, exploring other musical thinking strategies and examining the feasibility of the critical thinking skills assessment criteria established by Brophy are recommended to further studies
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