A Case Study of Metacognition in Recorder Instruction by an Elementary School Music Teacher

• Main Authors: Nan-You, Lin, 林南佑
• Other Authors: 何育真
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/mkqw69

碩士 === 國立臺東大學 === 音樂學系碩士班 === 106 === This study employed in-depth observations and interviews to gain insight into the teaching process of an elementary school music teacher over six months of recorder instruction. The framework of metacognitive theories proposed by S. G. Paris was used to analyze the implied metacognitive nature of five teaching activities organized by the teacher (e.g., formulating teaching plans, preparing teaching materials, stimulating learning motivation, managing classes, and performing learning assessments). Subsequently, this study explored the relationship between metacognition and the teacher’s recorder instruction. The study objectives are to: (a) investigate “self-appraised knowledge about cognition” in an elementary school music teacher during the process of instructing how to play the recorder; and (b) examine “self-management of one’s thinking” in the elementary school music teacher during the instruction process. Field observation record sheets, observation and interview logs, interview outlines, and reflective journals of teaching practice were used as research tools for investigating (a) and (b) and identifying the effect of metacognition on recorder instruction by elementary school music teachers. The results may serve as a reference for future studies and teaching practice. On the basis of the study findings and results, this study concluded that: 1. The aforementioned “self-appraised knowledge about cognition” can be gained from formulating student-oriented teaching plans, utilizing diverse teaching materials, inspiring students’ learning motivation, cultivating students’ abilities to engage in active learning, and assessing students’ learning results at all times. 2. The aforementioned “self-management of one’s thinking” can be achieved by making use of past learning and teaching experiences, delivering adequately planned courses with clear objectives, and continuously reflecting on and improving one’s teaching.