The research on the textbook usage of the elementary school music teachers in Taipei city

• Main Authors: CHEN YA-MEI, 陳雅美
• Other Authors: Hsing-hua Yeh
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/05607821365245538666

碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位在職進修專班 === 101 === The research on the textbook usage of the elementary school music teachers in Taipei city Abstract The “ Grade 1-9 Curriculum” has been implemented since 2003 in Taiwan. Since then the curriculums have to be integrated according certain core competences. “Arts and Humanities” learning area includes the subjects of music instruction, instruction in the visual and performing arts, and the subjects were integrated into one “Arts and Humanities Textbook”. However, these subjects contain quite different learning concepts and teaching modes. Teachers of different professal subject skills have to teach the same textbooks in Taipei city presently . The study expects to explore the music teachers’using circumstance , satisfaction and expectations toward the music contents of the “Arts and Humanities Textbook” in Taipei city by investigation. The research takes Taipei city as example. The population is the qualified teachers who teach music courses in the elementary schools of Taipei city. The investigation was carried out with the “The Questionary on the textbook usage of the elementary school music teachers in Taipei city”which edited by the researcher. 295 questionaries were issued, 271 questionaries were returned. The response rate is 91.9%. After deleting 13 uncompleted and invalid questionaries, there are258 valid questionaries. The effective response rate is 87.5%. The attained data are processed via descriptive statistics, t-test, Chi-square test, One-way ANOVA. Ⅰ. The research concluded as follow: A. The using circumstance of the “Arts and Humanities Textbook” (a)The average rate of using teaching goals in the “Arts and Humanities Textbook”is about 86%, which indicates the teaching goals in the “Arts and Humanities Textbook”is worth of reference. But the teaching goals integration rate is not high inter areas, the teaching goals integration rate within area is even lower. (b) The average rate of using the music learning contents in the “Arts and Humanities Textbook” is about 89%, which indicates the importance of the “Arts and Humanities Textbooks”. (c)Most teachers majored in music instruction and possess professional knolwedge and skills, so the using rate of teachers’ manuals is about 61%, lower than the using rate of the “Arts and Humanities Textbook”. B. The satisfaction toward the music learning contents in the “Arts and Humanities Textbook”. (a)About 77% music teachers approve the teaching goals in the “Arts and Humanities Textbook” , which indicates the teaching goals is worth of reference. (b)The average satisfaction rate toward the music learning contents in the “Arts and Humanities Textbook” is about 66%, but about 90% teachers agree that the contents and the quantity of music part is not enough, teachers have to add teaching contents according to meet the teaching needs. (c) The average satisfaction rate toward the teachers’ manuals is about 62%, but the average satisfaction rates toward diversified assessments, innovation of teaching methods, remedial teaching data accessibility are lower than 50%. C. The expectations toward the music learning contents in the “Arts and Humanities Textbook” (a)The average rate of the questions on teachers’ expectations toward the government eduaction organizations is about 76%. The hightest rate is on the expectation of editing separated subject textbook. (b)The average rate of the questions on teachers’ expectations toward the publishers is about 75%, The hightest rate is on the expectation of editing separated subject textbook. (c)The average approval rate on the textbook recycle projects which promoted by schools is about 70%, which reveals music teachers’will of saving resource. Ⅱ. Suggestion A. Suggestions to the government eduaction organizations (a)To take the usage of teachers and the learning of students into consideration, to revert to edit “Arts and Humanities separated subjects Textbook” (b)To encourage the publishers to create music digital textbook to keep up with the international trend and to meet the usage of teachers and the learning of students. (c) To approve to edit “Arts and Humanities separated subjects Textbook” to fit in with the music specialized subject learning. (d) To approve to edit across-grades “Arts and Humanities separated subjects Textbook”, to increase the diversity of textbooks editions. (e) To promote textbooks recycle projects to save resource. B. Suggestions to the publishers (a) To create “Music Textbook” to facilitate the teaching of teachers and the systematic learning of students. (b) To create student version music digital textbooks, to keep up with the international trend and to meet the learning needs of students. (c) To edit “Music separated subjects Textbook” to facilitate the teaching of teachers and to help students to learn the seven music basic conscepts and skills. (d) To create across-grades“Arts and Humanities separated subjects Textbook”, to innovate textbook editions to help the students learn the systematic knowledges. (e) To create recyclable textbook to encourage students cherish the books to save resource. C. Suggestions to the schools (a)To promote textbook recycle projects to save resource. Key words: music instruction, textbook usage, Arts and Humanities textbook