| Summary: | 碩士 === 國立屏東教育大學 === 音樂學系碩士班 === 95 === The purpose of this study is four folds. First, to discover the most popular flute method books for beginners; Second, to determine the most popular contents in flute teaching and to determine the difficulties encountered by flute teachers; Third, to explore the flute teachers’ opinions and attitudes toward graded flute examination; Fourth, to investigate the differences between flute teachers’ background variables and their teaching contents, teaching difficulties and attitudes
toward graded flute examination.
This study is a Survey Research. A questionnaire was designed to assess the current condition of flute studio teaching in Taipei, Taichung, Tainan and Kaohsiung. A total of 174 questionnaires were collected. The return rate was 67.42％. The data was analyzed with Descriptive Statistics such as percentage, mean and standard deviation. One way ANOVA was used to determine the differences between flute method books for beginners, teaching contents, and difficulties encountered by flute teachers, and flute teachers’ opinions and attitudes toward graded flute examination. In order to verify questions found in the questionnaire and gain deeper insight, ten flute teachers were interviewed by the
researcher. The findings were as follows:
1. The most popular teaching methods for beginners are as follows: (1) Method books, (2) Music Collections, (3) Exercises, (4) Duets, (5)
Self-developed materials.
2. The most important teaching contents are as follows: (1) posture, (2) music fundamentals, (3) breathing, (4) tone development, (5) timbres, (6) intonation, (7) sight reading, (8) aural training, (9) memorization.
3. The problems flute beginners encountered most are as follows: (1) timbres, (2) breath control, (3) fingering, (4) tonguing, (5) posture,
(6) intonation, (7) embouchure.
4. Most flute teachers have positive attitudes and experiences in tutoring students in participation of graded flute examination.
5. There are statistically significant differences between years of teaching experiences and self-developed materials, flute background
and exercises, self-developed materials.
6. There are statistically significant differences between intonation and years of teaching, memorization and flute background.
7. There are statistically significant differences on contents of grading examination, flute teachers’ satisfaction levels on grading examination, the criteria on choosing systems, approval of grading
examination, and years of teaching experiences.
For future researchers, several recommendations were drawn from this study: (1) Follow-up researches can enlarge the scale of the study to cover entire Taiwan or college flute teachers. (2) Follow-up researchers can conduct qualitative researches to gain more insight about flute teaching. (3) Future researchers can explore other variables such as age and sex.
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