| Summary: | 碩士 === 國立政治大學 === 教育研究所 === 101 === This study purposed to explore the influence of creative teaching approach and teacher-center approach on students’ intrinsic motivation in music class. These two approaches are different in teaching beliefs and strategies. This study through
interviews and observations, hope that the findings of the study will help elementary- school music teachers to design creative and inspiring activities.
Qualitative research was adopted. We conducted in-depth interviews with two music teachers and their students and the observation at on-site class activities. The information on teaching beliefs, teaching strategies, and students’ responses and feelings was gathered and analyzed. We would like to articulate the interaction between instructional events and learning behaviors, the way in which students’ interpreted class activities, and furthermore the influence of instructional approaches on intrinsic motivation in music class.
There were the findings:
First, the influence of teaching beliefs on intrinsic motivation of students:
Creative teaching approach of music is focus on music learning, Student-centered beliefs and attention relationships, helping improve students' intrinsic motivation to learn music. Teacher-centered approach believe that the students 'intrinsic motivation generated by themselves (students are passive learning), it will reduce the students' intrinsic motivation to learn music.
Second, the influence of teaching strategies on intrinsic motivation of students:
Establish when music teaching based on classroom mastery goal structure, both autonomous and structured teaching methods, teaching methods combined with body movement, emphasizing on student’s feel, giving students to express opinions and give reasons of praise, will help to enhance student intrinsic motivation of learning music. Contrary, the teacher-centered approach is non-reasonable praise, rigorous procedure and, mechanical repetition teaching will reduce the students' intrinsic motivation for learning music.
Below this suggestions based on the results:
For the music teachers: Teachers should believe students’ learning initiative, explain praise reasons instead of controlling, to establish the situation of both autonomous and structure, to give students appropriate challenges, to meet the students' needs and interests, building relationship in learning.
For the oncoming research: Recommended exploring the difference of students’ music intrinsic motivation between gender, family backgrounds, and team atmosphere.
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