嬰幼兒音樂教案設計、分析與實施
中文摘要
本計劃為初探性研究，目的在探討經由特殊設計之音樂課程對嬰兒發展之成效，採用團體音樂活動的方式，透過音樂課程中之音樂欣賞、肢體律動、歌曲教唱、樂器合奏等活動，提供嬰兒各項學習，並瞭解嬰兒參與活動後的反應。本研究以八名年齡範圍為一歲內之嬰兒為對象，採照顧者與嬰兒共同參與之團體課程，每週一次，為期一年。音樂教案包含：問候歌、童謠教唱、唸謠活動、音樂故事、音樂欣賞、摇籃曲、與再見歌。研究方法為質性觀察法，為求取較客觀之結論，藉由不同觀察組別週報告表、家長週觀察表、及教師教學日誌分析研究成效，經資料分析後，得到研究結論：經由音樂引導及照顧者配合教師的指導方法，嬰兒藉由聽覺及觸覺學習到聆聽技巧、專注力、動作及發聲模仿、融入音樂情境做適度的反應、及社交能力發展。經由研究結論，本研究發現：每位嬰兒之音樂律動表現方式皆不同，其反應方式可分為「聆賞」型、「舞動」型、「無反應」三種。研究結論亦印證與文獻報告的一致性，經由實務性的操作實驗，此研究方法與教案，將可有效的提供從事嬰兒教育工作者一個參考模式，亦可說服家長與嬰兒照顧者重視嬰兒時期實施音樂教育的重要性，進而效法實施。
Abstract
This pilot study explores the effectiveness of a specially designed music curriculum for infant development. In a group instructional setting, music appreciation, singing, movement, and playing instruments were utilized to promote infant learning and understand the subjects’ responses. There were eight participants, aged from two months to 11 months. Parents were also involved in the weekly class sessions, which took place over the course of one year. The curriculum included a “Greeting” song, singing, chanting, music storytelling, music appreciation, lullabies and a “Goodbye” song. The researchers’ weekly observation reports, parental weekly observation reports and instructor’s weekly journal were analyzed. The study results showed that the curriculum could help infants to develop listening skills, concentration, movement and imitated vocalization; and, integrated with the musical environment, they could learn to respond properly and develop social skills. The study found that each infant’s musical response methods were different, but there were three major groupings apparent: the auditory type, kinesthetic type and non-participating type. The result proved consistent with the reviewed literature. The application provides a method and curriculum reference model for infant educators. Furthermore, for parents and caregivers it makes a convincing argument for the importance of music education in infancy, along with the tools for implementation.
