The Comparative Analysis of Taiwanese Primary Music Curriculum Standard, Curriculum Guideline to the New Course of Study of Japanese Primary Music Curriculum

• Main Author: 賴幸瑜
• Other Authors: 劉文六
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/89548445624790070405

碩士 === 臺北市立教育大學 === 音樂藝術研究所 === 94 === The purpose of this study is to explore the differences between the Taiwanese Primary Music Curriculum Standard, the Grade 1-9 Curriculum Guidelines of Arts and Humanities Domain ,and the new Course of Study of Japanese Primary Music Curriculum by the way of comparative analysis. It contains five parts : 1.ChapterⅠ：Introduction 2.Chapter Ⅱ： Discussion of the Related References 3.Chapter III： the Comparative Analysis of Taiwanese Primary Music Curriculum Standard to the new Course of Study of Japanese Primary Music Curriculum 4.ChapterIⅤ： the Comparative Analysis of Taiwanese Primary Music Curriculum in the Grade 1-9 Curriculum Guidelines of Arts and Humanities Domain to the new Course of Study of Japanese Primary Music Curriculum 5.ChapterV： Conclusion and Suggestion The main results in this research are as follows : A. The chief goals of Taiwanese Primary Music Curriculum Standard and the objective of Japanese Primary Music Curriculum are the same at stressing the cultivation of sentiment , inspiring children to love music and rich feelings to music , cultivating the ability of performing music. B. The Grade 1-2 objective of Taiwanese Primary Music Curriculum Standard stressed on the objective of affective domain most, Grade 3-4 objective both stressed cognitive domain and psychomotor domain , Grade 5-6 objective stressed psychomotor domain. The Grade 1-2 , Grade 3-4 , Grade 5-6 objective of Japanese Primary Music Curriculum were almost emphasis on the inspiration of affective domain. C. According to the contents of teaching syllabus of Taiwanese Primary Music Curriculum Standard , to analyze the learning contents of the new Course of Study in Japanese Primary Music Curriculum. The finding indicated that the learning contents of Japanese Primary Music Curriculum included both “performance domain ”and “appreciation domain”, in the mean while , the guideline also contained of the contents of teaching syllabus of pitch , reading notation , singing , performing on instruments , creating , and appreciation . D. According to Arts Education Framework of U.S.A. NAEP , to analyze the teaching syllabus of Taiwanese Primary Music Curriculum Standard and the learning contents of the new Course of Study in Japanese Primary Music Curriculum. “Creating”, “performing”, and “responding” are found in both editions. On the other hand , both countries more emphasis on “performing”, and responding”. E. Both of the operational process in Primary Music Curriculum indicated the noting matters of teaching activities design and enrich the guideline of the learning contents. F. The Grade 1-9 Curriculum Guidelines of Arts and Humanities Domain and the new Course of Study of Japanese Primary Music Curriculum , both objective, were stressed in the objective of cognitive domain, psychomotor domain, and affective domain. G. Competence Indicators or Benchmarks of the Grade 1-9 Curriculum Guidelines of Arts and Humanities Domain more emphasis on “responding”, then “creating”, and the part of “performing” showed not enough . The learning contents of all grade in Japanese Primary Music Curriculum more emphasis on “performing” and “responding”, and then “creating”. H. The operational process, of the Grade 1-9 Curriculum Guidelines of Arts and Humanities Domain, have five items. They are emphasizing the spirit of integrated teaching , independent, open, elastic teaching principles, and omni- directional humanities disposition as the contents of learning method in Arts. There are also five items on the operational process of Japanese Primary Music Curriculum . It shows how the teacher to design the direction , category of the teaching plan , and adds the meaning of learning contents in order to lead the students to the learning direction .