The Comparative Analysis of Curriculum’s Criteria and Curriculum’s Synopses in Music Education at Elementary Schools in Taiwan and Hong Kong

• Main Authors: Kuo,Kai-Yi, 郭凱怡
• Other Authors: Dr,Liu, Wen-Liow
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/36416781773179465376

碩士 === 臺北市立教育大學 === 音樂藝術研究所 === 94 === Abstract The purpose of this research is mainly based on documents enacted by governments of Taiwan and Hong Kong, especially with the comparative analysis of music education between these two regions. The research paper is conducted by means of documentary analysis. The paper is exemplified through the music education curriculum of elementary schools in Taiwan in 1993, the comparative analysis is mainly focused on the difference between the Grade 1-9 Curriculum Guidelines of Arts and Humanities Learning Areas and the music education of arts educational fields in Hong Kong. The purpose of this research is to examine on the course structure, learning objectives and the diversity of learning contents respectively. There are some concluded points below: 1. The curriculum of elementary schools in Taiwan in 1993 and the phase curriculum in Hong Kong's: (1) The merits and commonness of the curriculum analyses are listed below: ■ The balancing development of the five educational standards ■ The understanding of the relationship among environment, society and nation with the individual and the duty and characters each plays within them ■ The construction of a well, healthful lifestyle and further making good use of sports and art activities to develop a sound mind in a sound body ■ The nourishment of creativity and the capacity of independent learning ■ The build-up of correct values and attitudes (2) The diversity and similarity of these two music education curricula: ■ There is little difference of learning inclination in music ducation: According to the Guidelines of the music education in Taiwan, there are six points, the sense of sound, understanding of the score, singing, performing, creating and appreciation, that should be included in the lecturing period. Nevertheless, in Hong Kong, the points are quite different from its counterpart. There are four learning objectives: cultivation of creativity and imagination, development of musical skills and processes, nourishment of musical appreciation and awareness of musical sentiment. The design of the course is more inclined to singing, performance, creation, appreciation and sentiment. In short, there is little difference from its counterpart. ■ The learning evaluation is focused on recognition, skill and sentiment. ■ Each subject has its own teaching methods and systematical materials. ■ The teaching methodology is performed by ways of trans-unit, trans-subject and trans-learning area. 2. The comparison between The Grade 1-9 Curriculum in Taiwan and the phase curriculum in Hong Kong: (1) The structure of arts curriculum: ■ The main goal is to develop the core competence to apply art in one's daily life. ■ The art education plays a role in the overall curriculum: Although the education systems in Taiwan and Hong Kong are partly different, the lecturing time of art education in both areas is taken by 10%--15% in the overall educational curriculum. That is, art education plays an indispensable role in overall curriculum. ■ There are mixed materials with separate teaching and separate materials with separate teaching. The Grade 1-9 Curriculum Arts and Humanities Learning Areas in Taiwan use the mode of mixed learning materials with separate teaching and the music education in Hong Kong uses the mode of seperate learning materials with separate teaching. This is the main difference between Taiwan and Hong Kong. ■ The curriculum operation combines with technology. ■ There is humanistic essence within the curriculum. (2) The designing level of curriculum: ■ Both curricula are centered on students. ■ Both curricula value the cultivation of trans-learning area and professional knowledge ■ The norm of learning goals and contents is much more flexible than the past. ■ The learning mode is lifelong. (3) The perspective of curriculum execution (the merits and demerits of Arts and Humanities Learning Areas in Taiwan): ■ The flexible teaching model has caused some teaching predicaments. ■ The policy of education and the system of teacher nurture conflict with each other. ■ There is a plight of the integration of art learning area and teaching. ■ There are inclinations towards multiple assessment methods. ■ There is difficulty of team teaching. ■ The openness of textbook causes problems On the basis of the outcome of this research paper, the paper can provide as a referenced material for education-related institutions such as education administration organizations, school administration institutions, curriculum seminars, teacher nurturing organizations and continuous development for academic purposes at post-teacher's level.