| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 91 === This was a case study of experimental instruction design. The purpose of this study was to explore the feasibility of implementing life education in an elementary school music curriculum. In addition, this research assessed the learning outcomes of the implementation. The subjects are 32 fifth-grade students in an elementary school in Taipei County. The experimental instruction lasted for 3 months.
The instruction content was based on the elements in life education and music curriculum. The researcher, in the first place, investigated the feasibility of integrating life education into the development of music curriculum by examining the nature of children, the social property that children live in, and the essence of knowledge, namely, from the aspects of the subject, the environment, and the methodology respectively. Secondly, the researcher consulted the music textbook series grounded in 1993 Music Curriculum Standards by Ministry of Education, and the 1985 Environment Education Curriculum published by Wisconsin State in America to establish the guidelines for instruction design. The researcher was then able to come up with a program that combined life education and the music course into a transformed, infused music curriculum.
Data were collected through tape recording, video taping, observation, interview, field notes, and diary. In addition, the subjects completed questionnaires on life adaptation, music ability, and music learning attitude. The conclusions are as follows:
1. The essence of the infused music curriculum is compatible with the spirit of the 1993 Ministry of Education Curriculum Standards as well as the Nine-Year Integrated Curriculum Guidelines.
2. The characteristics of the infused music curriculum are compatible with the essences of music education and life education.
3. The focus of the infused music curriculum matches with the elementary school students'''' physical and mental development.
4. The infused music curriculum focuses on the cultivated process of the elementary school students'''' life experience.
5. The infused curriculum affirms the value of “knowing” by “doing.”
6. The infused music curriculum adopts multiple assessment approaches to fit into the varied evaluation concept of integrated curriculum.
7. In terms of professional development of the researcher-teacher''''s instruction: using warm-up activities to intrigue learning motivation; through the experiencing of sounds to bring out the musical concepts and symbols recognition; turning real-life examples into the concepts of "life education;" using multi-teaching methods to shape the learning environment.
8. In terms of students’ learning outcomes:
(1) The curriculum program could promote students'''' music learning attitude. It had positive effect on the students'''' emotion, willingness to corporate, learning spirits during their learning activities.
(2) The curriculum program could help the students who had no extracurricular music learning experience. It elevated students'''' confidence in music learning.
(3) On the music learning outcomes, the curriculum program exerted a positive effect on the students’ pretest and posttest score increase that reached a .01 significance level.
(4) The curriculum program had positive influence on the achievement of students’ multiple music assessment in that over 80% of the students had a score of more than 80 in their overall music performances.
(5) The curriculum program could help students construct their value of "people and themselves," "people and people." That is, students improved in their self-concept, their interpersonal relationship, their use of social skills, and their skills of problem-solving.
(6) The curriculum program was helpful for students in cognition, affection and psychomotor skills. Many students felt they had learned a lot from the class in knowing themselves better, and in learning to appreciate and respect others.
(7) The curriculum program helped improve male students'''' "social skills" and "adaptation to the society," but it exerted no obvious effects on female students.
(8) The curriculum program seemed to be too easy for some students of higher music levels and students who like to play recorders. Some students complained of the limited music time in infused music curriculum.
Based upon the study conclusions, the researcher offered suggestions for developing music curriculum and materials in elementary schools, as well as suggestions for future study.
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