| Summary: | 碩士 === 國立新竹教育大學 === 人資處音樂教學碩士班 === 101 === In view of the implementation of the Grade 1~9 Curriculum and the fact that a majority of schools still adopt independent department teaching, this study aims to make a interdisciplinary curriculum integration of the concepts of “musical scale” and “musical interval” in music curriculum, the “exploration of sound” unit of science curriculum as well as the “reference quantity and comparative quantity” unit of mathematics of elementary schools and design teaching experiments. Taking the participation in the 53rd National Primary and High School Science Fair as the teaching application, this study conducted the research with the exploration of Chinese and Western music temperaments and the generation of musical scale as the integration teaching subject. The research began with implementing the questionnaire survey of the first semester of 2012 academic year and took the analysis results of the questionnaire as the basis for the following integration curriculum design. First, to teach a lesson of musical scales and intervals in music part; teachers and students work together on various experiments to verify and describe the generation principle and phenomena of tones of each scale; and then to observe and analyze students’ learning outcomes in music, science, mathematics and their integration capability after a 18-week series of teaching experimental activities. Through observing blogs, cooperating with research members in dialogues, collecting and analyzing information in teaching reflection, interviews and questionnaires in the process, the study corrected teaching strategies and finally wrote this paper. The conclusions of the study are as follows:
I. Students can know the differences between the ancient and the modern Chinese and Western music temperament and understand the problems difficult to solve through producing science fairs.
II. The process of scale generation can be presented with the scientific experiments so that students can easily understand that the fourth and fifth intervals play an important role in the history of music.
III. The use of musical elements (such as: scales, intervals) can develop the integration of music, mathematics and science into a thematic integrated curriculum constructive to students.
IV. Students will gain good achievement if music, science and mathematics curriculum are integrated by science fairs.
V. The experimental action research on teaching will promote teachers’ professional development.
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