| Summary: | 博士 === 國立彰化師範大學 === 特殊教育學系 === 107 === The purposes of this study are to explore with different variables, how will the well-being feeling of high school students gifted in music differ, to analyze both the immediate and maintaining effect of the “Well-Being Integration of Teaching Composing Music Project” on high school students gifted in music and students’ response to this project. At the first stage of this study, the cluster sampling is adopted. The researcher sampled 322 high school students gifted in music from five high schools in northern, central and southern Taiwan, and then used “The Questionnaire of Well-being of Major Instrument Learning of Music Gifted High School Students” as the research tool. Descriptive analysis, t-test and one-way ANOVA were adopted in data analysis. At the second stage, the researcher selected three students whose major and minor is composing music for purposive sampling to analyze the immediate and maintaining effect of “Well-Being Integration of Teaching Composing Music Project” on high school students gifted in music. At last, the researcher interviewed the subjects’ parents and teachers teaching composing music to analyze their response to the learning progress of “Well-Being Integration of Teaching Composing Music Project.”
The results of this study are as follows:
1. The degree of differences in the well-being feeling of high school students gifted in music who have an instrument major:
(1) Gender: The degree of well-being feeling of male students is significantly higher than that of female students.
(2) Grade: The degree of well-being feeling of the 10th graders and the 12th graders is significantly higher than that of the 11th graders, while there is no significant differences between the 10th and 12th graders.
(3) Major Instrument: There is no significant difference in the degree of well-being feeling of students with a different instrument major.
(4) Major-choosing Process: The degree of well-being feeling of students who choose the major instruments by themselves is significantly higher than those whose choices are made by others.
(5) Length of majoring in the instrument: The degree of well-being feeling of the students who have learned the major instrument for more than 12 years is significantly higher than those who don’t.
2. The “Well-Being Integration of Teaching Composing Music Project” has immediate and maintaining effects on the three selected students.
3. The three selected students felt the improvement of both well-being feeling and learning effect after they take part in the “Well-Being Integration of Teaching Composing Music Project.”
4. Parents and teachers teaching composing music of the three selected students felt the improvement of well-being feeling and learning effect after their children / students take part in the “Well-Being Integration of Teaching Composing Music Project.”
Finally, recommendations for educational practice and the future research are put forward based on research results.
Keywords: Well-being, composition, learning outcome
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