| Summary: | 碩士 === 臺北市立教育大學 === 音樂學系碩士班 === 96 === The purpose of this study was to investigate the status and application of the instructional scaffolds for teachers at nine musically talented programs in elementary schools in Taipei-Keelung region. Based upon the literature review of scaffolding -based instructional strategies, the researcher developed interview outlines and questionnaires related to scaffolding theories to survey the instructional statues of music-course teachers. Furthermore, the personal background variables of teachers were analyzed for understanding the sameness and differences between teachers’ instructional scaffoldings.
The self-developed “In-depth Interview Outlines” and “Survey questionnaire of the Instructional Scaffolds of Elementary School Musically Talented Program Teachers” were utilized as research instruments. The census sample consisted of 357 music-course teachers at nine musically talented programs in elementary schools in Taipei-Keelung region. Among, 143 returned valid questionnaires, and the return rate was 40%. Statistic measures of mean, standard deviation, frequency, percentage, t-test, one way ANOVA and Scheffe-test were used for analysis to reach the study goals.
Conclusions of this study are stated as follows:
Firstly, regarding the frequently used instructional sequences, the music-course teachers at nine musically talented programs in elementary schools in Taipei-Keelung region reported that they used mostly the sequence of parts to whole.
Secondly, regarding the special instructional strategies used, the group music -course teachers at nine musically talented programs in elementary schools in Taipei-Keelung region reported that they made a point of the instructional fluency and classroom order, while private music-course teachers emphasized individual differences in their teaching.
Thirdly, regarding the ideas for future teaching, most teachers reported a positive attitude toward trying new instructional strategies.
Fourthly, the instructional applications of the strategies “present the new cognitive strategies,” “regulate difficulty during guided practice,” “provide feedback,” “provide independent practice” were reported more often. On the other hand, a more neutral and reserved attitude was found for the instructional applications of the strategies “provide varying contexts for student practice” and “increase student responsibility.”
Fifthly, significant differences were found between group and individual music-course teachers in the application of group-teaching strategies.
Sixthly, significant differences were found between teachers of different gender and teaching course in their application of instructional scaffoldings.
Lastly, no significant differences were found between teachers of different highest degree, service year and major in their application of instructional scaffoldings.
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