| Summary: | 碩士 === 臺北市立師範學院 === 音樂藝術研究所 === 93 === The purpose of this study was to investigate elementary school music teachers’ teaching beliefs and teacher-student interaction. The case study research method was used, with four elementary school music teachers as subjects. Data was collected through nonparticipant observation, structured as well as unstructured interviews and content analysis. There were two research goals: (1) to examine music teaching beliefs of music teachers in the Arts and Humanities learning domain; (2) to investigate the relationship between Arts and Humanities learning domain music teachers’ teaching beliefs and teacher-student interaction.
Research findings are as follows:
1. Four music teacher cases all agreed with Nine-Year Integrated Curriculum, but took suspicious attitudes toward its curricular contexts and doubted about its implementation.
2. Four music teacher cases were strongly against the integrated involvement of three disciplines in the Arts and Humanities learning domain for the confinement of teachers’ profession to be able to teach non-music instruction. They also attributed students’ music ability decline to the reduction of music teaching hours.
3. Four music teacher cases showed nonsingular music teaching beliefs, believing in multiple ways of instruction for offering students different perceptions of music. They also believed that music purpose of elementary music curriculum was not to learn music professional knowledge but to cultivate students’ moral characters as well as daily life habits and to change their behavior.
4. The factors that influenced music teachers’ teaching beliefs included teachers’ prior experiences, the process of their music teacher education, the supporting level of their schools and contemporary music teaching trends.
5. The factors that influenced music teachers’ teacher-student interaction included atmospheres of classes, specific teaching contents of each class, moods of teachers and students and classroom teachers’ leadership.
6. Four music teacher cases took positive and instant oral feedback, while nonverbal behaviors involved eye contacts and body gestures to encourage students’ good performances or to suppress their misbehaviors.
Suggestions about music teachers and future research are then proposed.
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