An Action Research on Differentiated Instruction Applied in Interval Aural Skill of Fifth-grade

• Main Authors: Chang, Ju-Han, 張如涵
• Other Authors: Chen, Hsiao-Shien
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/secy9f

碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 105 === Learners’ learning abilities are varied from each other due to their individual backgrounds. In the differentiated instructions, instructors should take each learner’s differences into consideration and focus on learners’ entry behavior and learning efficiency to facilitate learners’ learning with multiple instructions. The researcher aimed to apply play-oriented strategies in differentiated instruction to sharpen learners’ interval and aural skills and assist learners to do adaptive self-learning and increase their learning motivations. To facilitate learners’ learning, the researcher aimed to investigate the process of differentiated instructions employed in improving fifth graders’ interval aural skills and further explored researcher’s teaching reflections on utilizing the differentiated instructions. On the basis of previous literature review, an action research method was introduced, as a proposal of differentiated instruction which was implemented to fifth graders’ interval and aural learning in the elementary school in southern Taiwan. The research tools included research-developed lesson plan, observation form, teaching reflections, and interval and aural tests. And also discussing with scholars and collaborative teachers. The experimental instruction included six units in fourteen class periods lasted for seven weeks. Learners took the pre- and post of unit assessment at the first and the last periods. This study went through conception stage and action stage, repeatedly revising and re-implementing based on the observing forms and reflections in order to accomplish the whole action research. During the process of differentiated instruction, learners were grouped homogeneously first and further grouped heterogeneously based on their basic music competency and interval as well as aural abilities to increase the effects on learning interval and aural. The data were then analyzed with triangulation to increase the reliability and validity. This study aimed to investigate the process of differentiated instructions employed in improving fifth graders’ interval aural skills and further explored researcher’s teaching reflections on utilizing the differentiated instructions. The result revealed that play-oriented strategies and grouping in differentiated instruction facilitate learners’ interval and aural learning included unison, second, third, and sixth interval. The results and major findings were summarized as follows: 1. Play-oriented strategies stimulated learners’ interest through homogeneous and heterogeneous grouping. 2. Differentiated instructions posed positive influence on fifth graders’ interval and aural learning outcomes. In particular, learners improved the most on listening and recognizing unison, second, third, and sixth interval in melodic and harmonic intervals. The experimental teaching posed positive influence on pupils' learning outcomes. However, the cultivation of interval and aural skills took long time for achieving the goal of being sensitive in aural skills.