| Summary: | 碩士 === 臺北市立教育大學 === 音樂學系教學碩士學位班 === 96 === This thesis explores the effects of parent-child co-learning (PCCL) on children’s music learning achievement. It is based on a case study conducted in a kindergarten class in Taipei Taiwan, from November 2007 to April 2008 in two semesters. After a thorough study of related references on theory and practices found home and abroad, to conduct this research, the author creates and uses as tools 1. self-made music learning achievement tests, 2. self-assessment sheets for the students, 3, teaching situation logs for the teachers, 4. interviews, 5. parents’ feedback sheet, 6. children’s feedback, and 7. observation, etc. Using the statistical and qualitative methods, the author draws the following conclusions, which could benefit the teachers and others:
1. Statistical data entails that the PCCL method does enhance children learning ability, in “listening”, “singing”, “reading”, “playing” and “general performance”. The children progress prominently, especially in “listening”, “singing”, “reading”, “general performance”, and “overall score”.
2. No matter what extent to which parents value and participate in music teaching, the PCCL method improves children’s music learning in “listening”, “singing” and “overall scores”.
3. With the PCCL method, children increase their ability in “listening”, “singing”, and “reading”, especially the “overall score”, regardless which parent is instructor.
Overall speaking, the author concludes that children’s “overall scores” have been greatly improved, due to mutual assistance developed among families. However, the latter could only shorten the gap among teachers, children and parents in their “overall scores.” Besides, one can still find the gaps among different groups in learning competences.
4. Qualitative approach entails that the PCCL method brings about various reflections and changes that the music teachers could make in the following perspectives:
(1) The author finds that, when invited to school to learn music with their children, only 18.52% of the parents say yes. Besides, since parents who both work in families take up two-thirds of all parents, they cannot participate in children’s learning. What can be done to change this situation? To solve this problem, the author creates the PCCL sheets for the children to bring home for their parents to teach them and for them to learn while they teach.
(2) For those parents who never like music, or even turn away from it, what should be done to help change their mind, and even start to like it? To reverse this situation, the author tried to create appropriate websites and make learning sheets available online, so parents could be involved in their children’s learning.
(3) We find that the children’s learning ability and even their achievement is by far influenced by how much their parents value music and also by who is the main instructor in the family. To change this situation, the author helps develop mutual assistance among families.
(4) The author finds that the teachers have hardly communicated with their young learners before designing their courses, let alone incorporating their needs in it. For this, the author integrates both teacher-oriented and student-oriented approaches in teaching.
In terms of professional growth, the author, along research, has learned much from the feedbacks and recommendations gained from the interactions with fellow teachers and parents. This research will continue on, until all the pedagogical problems relating “listening”, “singing”, “reading”, “playing”, and “general performance” are properly resolved, through constant reviews, amendments, planning, and evaluations along the way.
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