期刊專區/ Periodical Section

「閱讀理解策略融入音樂欣賞」之音樂批判性思考教學行動研究

An Action Research on the Application of Critical Thinking in Music to Examine the “Music Appreciation Program Employing Reading Comprehension Strategies”

所屬期刊：	第13卷第2期 「課程與教學」 主編：國立政治大學教育學系名譽教授 黃炳煌
系統編號：	vol049_03
主題：	課程與教學
出版年份：	2017
作者：	李宛倫
作者(英文)：	Wan-Lun Lee
論文名稱：	「閱讀理解策略融入音樂欣賞」之音樂批判性思考教學行動研究
論文名稱(英文)：	An Action Research on the Application of Critical Thinking in Music to Examine the “Music Appreciation Program Employing Reading Comprehension Strategies”
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：	中文
論文頁數：	38
中文關鍵字：	音樂批判性思考; 閱讀理解策略; 音樂欣賞教學
英文關鍵字：	critical thinking in music; reading comprehension strategies; music appreciation teaching program
服務單位：
稿件字數：	16282
作者專長：	音樂教學; 閱讀理解
投稿日期：	2016/4/21
論文下載：
摘要(中文)：	本研究以「閱讀理解策略」進行音樂欣賞方案的教學設計與實施，欲達成「音 樂批判性思考」的教學目的。以「閱讀理解策略」設計的音樂欣賞方案實施歷程 中，研究者發現可達成「音樂批判性思考」成效如下：一、預測策略有助於描述 與觀察辨別音樂的問題或情境。二、連結策略運用了核心思考技巧解決音樂的問 題，並且以「音樂本身」進行實際的思考與行動。三、作筆記策略有效協助學生 組織樂段並記錄。四、以公開的創意舞蹈表現出自身對音樂元素的連結與假設， 符合音樂反思的最後階段。五、以心智圖作筆記，提出對於音樂作品中的觀察與 感受，自我監控學習成果。
摘要(英文)：	This study adopted “reading comprehension strategy” in the design and implementation of the Music Appreciation Program in order to achieve “critical thinking in music.” In the music appreciation teaching program that employed reading comprehension strategies, five research findings are as follows: (1) Prediction strategies can help to observe and describe the musical problems or situations. (2) Connection strategies use core thinking skills to solve musical problems, and to “the music itself ” actual thinking and action. (3) Notes’ strategies can help students organize section and record music. (4) Creative dance in a public can show their own connection and hypothesis of the musical elements that corresponds with the final stages of musical reflection. (5) Mind map can display observation and feelings of musical works as well as self-monitoring learning outcomes.
參考文獻：	陳密桃、邱上真、黃秀霜、方金雅（2002）。國小學童後設語言之研究。教育學刊， 19，1-26。 教育部（2010）。閱讀理解策略教學手冊。臺北市：作者。 國家教育研究院（2015）。十二年國民基本教育課程綱要國民中小學暨普通 型高級中等學校藝術領域草案。取自http://www.naer.edu.tw/files/15-1000- 10466,c639-1.php?Lang=zh-tw Abeles, H. F., Hoffer, C. R., & Klotman, R. H. (1994). Foundations of music education. New York, NY: Schirmer Books. Beane, M. B. (1989). Focus on fine arts: Performing arts Washington, DC: National Education Association. Available from ERIC Document Reproduction (no. ED 317 477). Brophy, T. S. (1995). Critical thinking in music: A cognitive-developmental perspective. Unpublished manuscript. Brophy, T. S. (2000). Assessing the developing child musician: A guide for general music teachers. Chicago, IL: GIA. De Corte, E., Verschaffel, L., & De Ven, V. (2001). Improving text comprehension strategies in upper primary school children: A design experiment. British Journal of Educational Psychology, 71, 531-559. De Corte, E., Verschaffel, L., & De Ven, V. (2001). Improving text comprehension strategies in upper primary school children: A design experiment. British Journal of Educational Psychology, 71, 531-559. DeTurk, M. (1989). Critical and creative thinking in music . In E. Boardman (Ed.), Dimensions of musical thinking (pp.21-32). Reston, VA: MENC. Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239-264. Elliott, D. J. (1995). Music matters: A new philosophy of music education. New York, NY: Oxford University Press. Facione. P. A. (1998). Critical thinking: What is it and why does it count. California Academic Press, 1–16. Gagne, E. D. (1985). The cognitive psychology of school learning. Boston, MA: Little, Brown. Johnson-Glenberg, M. C. (2000). Training reading comprehension in adequate decoders/ poor comprehensions: Verbal versus visual strategies. Journal of Educational Psychology, 92, 772-782. Marzano, R. J. (1988). Dimensions of thinking: A framework for curriculum and instruction. Available from ERIC Document Reproduction (no. ED 294 222). Mastropieri, M. A., Scruggs, T. E.(1997). Best practices in promoting reading comprehension in students with learning disabilities: 1976 to 1996. Remedial and Special Education, 18, 197-213. May, W. T. (1989). Understanding and critical thinking in elementary art and music. Elementary Subjects Center Series No. 8. East Lansing, MI: Michigan State University, The Center for the Learning and Teaching of Elementary Subjects. (ERIC Document Reproduction Service No. ED 308 982) Music Educators National Conference (MENC). (1994). What every young American should know and be able to do in the arts: National standards for arts education. Reston, VA: Author. Paris, S., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36, 89-101. Paul, R. (1992). Critical thinking: What every person needs to survive in a rapidly changing world. Rohnert Park, CA: Foundation for Critical Thinking. Pressley, M. ,Johnson, C. J., Symons, S., McGoldric, J. A., & Kurita, J. A. (1989). Strategies that improve children’s memory and comprehension of text. Elementary School Journal, 90, 3-32. Pressley, M. ,Johnson, C. J., Symons, S., McGoldric, J. A., & Kurita, J. A. (1989). Strategies that improve children’s memory and comprehension of text. Elementary School Journal, 90, 3-32. Richardson, C. P. , & Whitaker, N. L. (1992). Critical thinking and music education. In R. Colwell (Ed.), Handbook of research on music teaching and learning (pp.546-560). Reston, VA: MENC. Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64, 479-530. Schunk, D. H., & Rice, J. M. (1993). Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services. Journal of Special Education, 27, 257-276. Siegel, H. (1988). Educating reason: Rationality, critical thinking and education. New York, NY: Routledge. Sindelar, P. T., Monda, & O’Shea. (1990). Effects of repeated readings on instructionaland mastery-level readers. Journal of Educational Research, 83, 220-226. Sparks, S. D. (2013). Music training sharpens brain pathways. Website of Education Weeks, Vol33, Issue13, 594. Woodford, P. (1994). Development of a theory of transfer in musical thinking and learning based on John Dewey’s conception of reflective thinking. Unpublished dissertation. Northwestern University, Evanston, Illinois. Woodford, P. (1995). Development of a theory of transfer of learning based on Dewey’s conception of reflective thinking. (Doctoral dissertation, Northwestern University, 1994). Dissertation Abstracts International 56(3), A859.