| Summary: | 碩士 === 國立臺南大學 === 音樂學系碩士班 === 100 === This study aims to discuss the application of Taiwanese folk tales to native music learning and its impact on students’ attitudes. The topic is investigated in two levels: the practice of applying folk tales to music teaching, and students’ attitudes of learning native music. With the methodology of action research, the research was divided into two stages. After the first-stage of teaching native music for one semester, the researcher had reflection and revision, then implemented the second-stage program for another semester. The research was conducted on 3rd graders of elementary school in music class, with 30 subjects in the first stage and 28 in the second stage. The research explores the effect of music course on students’ learning attitudes with the following data: the prior and posterior assessments of the questionnaires on Taiwanese Native Music Learning Attitudes, the researchers’ teaching journals, and the observation checklists with quantitative data and written records. The data is then processed with the statistical software Wilcoxon signed-rank test and descriptive statistical analysis, based on the percentage of the average and standard deviation, data interpretation and inference, by the information on the concept of encoding qualitative analysis. The conclusions of this research are:
1. The practice of applying Taiwanese folk tales to music teaching program should be focused on music training, with multiple ways of connecting folk tales to music and activity design. The learning effects could be better if group cooperation was used.
(1) With music teaching as the focus, and folk tales as the material, a meaningful learning process is implemented.
(2) The teacher’s creativity is highly emphasized when connecting tales with the music.
(3) When teaching the characteristics of Taiwanese Fu-lao songs, the diversity of activities is recommended.
(4) Group teaching method can enhance students’ positive learning.
2. When applying Taiwanese folk tales to native music learning, its impact on students’ attitude is positive. The students demonstrate notable progress in their cognition, affection, and behavior of learning music.
(1) There is a notable influence on students’ learning attitude of cognition.
(2) There is a notable influence on students’ learning attitude of affection.
(3) There is a notable influence on students’ learning attitude of behaviors.
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