| Summary: | 碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 102 === The purpose of this study was to design and develop an enjoyable rhythmic multimedia digital material named “the Craving Dancing Mythrilhorns” which was developed based on the basic grooving conception of children development, the Music Curriculum Guideline in 1993 and the Grade 1-9 Curriculum Guideline in order to design rhythmic learning lessons which suitable for different level of learners. The participants all came from two different grade 5 classes which were randomly selected by the researcher in this school. On one hand, the controlled group was conducted by ordinary music teaching methods and techniques. On the contrary, the experimental group was taught with the teaching material named “the Craving Dancing Mythrilhorns”; in addition, genders and the learning experiences in Music of the participants were the background variables. The two classes were taught four times a week, four weeks a month. All of the students in both classes received the MAP Musical Rhythm Evaluation before and after this study in order to evaluate their learning. Also, the change in learners’ learning attitudes could be seen with the results of the learning attitude in music survey which was conducted before and after the teaching.
Research analysis in this study showed that the results of MAP had significant difference in participants’ awareness in terms of the tempo, beating time and the total rhythm. Obviously, this study suggested that senior students’ general senses of rhythm could be effectively improved. On the other hand, the performance results of both the participants who were qualified for intermediate level or high level achievers and those who have no learning experiences in Music revealed significant departures in both pretest and posttest.According to the gender analysis, it has verified that the situation that girls perform better than boys in beating time could be successfully ameliorated by practicing with the digital teaching material. Based on the analysis of participants’ learning attitude, the results from boys’ attitude had significant difference between the main two perceptions: “my interest in musical rhythm class” and “my preference for learning materials”; the results of the survey question, “having Music class makes me happier than having other classes”, answered by those who have no learning experience in Music also pointed the obvious difference; however, a difference in the result of the question, “I think the learning material my Music teacher currently uses is appropriate for my learning”, could be found but not significant. Interestingly, this indicated that this pleasurable digital teaching material could not only enhance the learning attitude of boys and those who have no learning experience in Music positively but also verified that this digital teaching material is suitable for ordinary Music class.
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