運用戈登音樂學習理論於節奏教學對國小四年級學童 音樂學習動機與學習成效之研究

• Main Authors: Lee Chia-Lun, 李嘉倫
• Other Authors: 張蕙慧
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/92506741316914138421

碩士 === 國立新竹教育大學 === 人資處音樂教學碩士班 === 99 === Applying Gordon music learning theory to the effects of rhythm teaching on motivation for musical learning and achievement for learning of Forth Grades for Elementary School Abstract The purpose of this study is to investigate that, by adopting the rhythm teaching strategy, the possible influence on the learning motivation and effectiveness shown by the fourth grade students from elementary School. The study adopts the action research method. The subjects are students of the fourth grade from Toufen primary school, Miaoli County. In the process of rhythm teaching, qualitative data、feedbacks from learning as well as the questionnaires are collected continuously to observe that in a certain period of time, the differences the subjects performed on the learning motivation and achievement. The results and conclusion are summarized as follows 1. The fundamental idea from Gordon music learning theory, audiation presents its importance on the musical teaching and learning. With the tonal and rhythmic learning, the students are able to be familiar with the essential elements of music and to learn the music step by step. Following the development gradually, they are capable of feeling, sensing and reflecting the music. 2.It is feasible to adopt Gordon music learning theory for the rhythm teaching. The learning focuses on the audio rather than the visual sensing. The recognition of sound is prior to it of characteristic. By adopting ten minutes rhythm teaching activities, the students are expected to recognize various rhythmic patterns. From recognition to deduction, their learning processes are presented thoroughly. 3.The rhythm teaching based on Gordon music learning has positive influence on the motivation and achievement of musical learning. The score of T-test reveals significant difference on the music learning motivation scale. Most of the students present mid level on their rhythmic ability testing. Based on the results gained from the study, it may be a possible reference for relevant organizations and future researchers. Keywords：Gordon music learning theory, rhythm teaching , motivation for musical learning ,achievement for learning