Study of Music Teachers’ Competence of Curriculum Integration in Arts and Humanities in Elementary School

• Main Authors: Lee, Meng-Yu, 李孟祐
• Other Authors: Lin, Yan-Dan
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/42579712096231164546

碩士 === 國立台北師範學院 === 音樂研究所 === 92 === The purpose of this study was to determine the music teachers’ competence of curriculum integration in Arts and Humanities in elementary schools. More Specially, this study investigated two critical areas: (a) rationale of curriculum integration, and (b) competence of interdisciplinarity in Arts and Humanities domain. The method of questionnaire survey was adopted to collect the data. The sample consisted of 300 music teachers in Taipei City, who were stratified and randomly selected. The quantities of valid questionnaires were 209, with a return rate of 70 percent. The analysis of data gathered from the respondents was performed on both the total respondent group and sub-groups. Statistical treatment included a frequency, percentages, means, standard deviation, t-test, one-way ANOVA, and Scheffe′ posterior comparison. The major findings of this study were as follows: (1) Generally speaking, the music teachers indicated they have basic-equipped the competence of curriculum integration in Arts and Humanities. However, the competence in rationale of curriculum integration were higher than those in interdisciplinarity in Arts and Humanities domain. (2) Regarding the aspect of interdisciplinarity in Arts and Humanities domain, the highest rated competencies were cultural literacy, followed by theories in arts, art education, and art administration. (3) As regards the aspect of art education, teaching competence in performing arts were rated as the basic-equipped competence; however, those in visual art rated as the normal competence. (4) As a whole, there were no significant differences among the music teachers in competence of curriculum integration in Arts and Humanities, concerning their academic preparation, majors, teaching assignments, and the length of teaching experiences. Finally, according to the results, a series of suggestions were provided for elementary-school music teachers, educational administrations, music education programs at colleges, and in-service music teacher education programs.