臺灣博碩士論文加值系統

本研究主要目的在探討電腦輔助音樂教學之成效，及其與知覺學習型態（聽覺、視覺、觸覺等偏好）對學童音樂學習成就和音樂學習態度之影響，並欲了解學童在接受CAMI後對電腦輔助音樂學習的意見，以及不同知覺學習型態學童對CAMI的態度是否有所差異。研究樣本為苗栗縣后庄國小四年級四個班級學童，共計142人。隨機分派兩個班級為實驗組，二個班級為控制組，分別實施電腦輔助音樂教學及一般音樂教學。在教學實驗前，二組學生均先實施音樂學習成就及音樂學習態度之前測，接著始進行曲調創作教學，並檢測學童之學習型態。十週教學完畢後則進行後測，以及CAMI組學童之電腦輔助音樂學習的意見調查。蒐集所得的資料分別以單因子共變數分析、二因子共變數分析、單一樣本t檢定、獨立樣本t檢定、次數分配及百分比等進行統計分析。
研究結果顯示：（1）在音樂學習成就上：實驗組優於控制組；不同聽覺偏好的學童無顯著差異；不同視覺偏好的學童有顯著差異；實驗處理與觸覺偏好有顯著的交互作用。（2）在音樂學習態度上：實驗組和控制組無顯著差異。若單以學習興趣面觀之，則實驗組高於控制組；不同聽覺偏好及不同視覺偏好的學童均無顯著差異；不同觸覺偏好的學童有顯著差異。（3）多數CAMI組的學童對使用電腦輔助音樂學習、電腦輔助曲調創作，及所使用的輔助軟體「快樂音樂家」持有積極、正向的看法。而不同聽覺偏好以及不同觸覺偏好之學童對CAMI的態度均無顯著差異，不同觸覺偏好者則有顯著差異。據此結果，本研究主要的結論如下：
一、接受電腦輔助音樂教學之國小學童其音樂學習成就，無論在音感、基本樂理或創作基礎上均優於接受一般音樂教學的學童，因此CAMI可有效提升國小學童之音樂學習成就。
二、聽覺偏好強和聽覺偏好弱之國小學童其音樂學習成就無明顯的差異。
三、視覺偏好強之國小學童其音樂學習成就優於視覺偏好弱之國小學童。
四、電腦輔助音樂教學對觸覺偏好強和觸覺偏好弱的國小學童均有助益。在一般音樂教學中，觸覺偏好弱的國小學童其音樂學習成就優於觸覺偏好弱者。
五、接受電腦輔助音樂教學和一般音樂教學之國小學童其在整體的音樂學習態度上無明顯的差異，但單以學習興趣觀之，CAMI則能有效提升學童之音樂學習興趣。
六、聽覺偏好強與聽覺偏好弱；視覺偏好強與視覺偏好弱的國小學童，其音樂學習態度並無明顯的差異。
七、觸覺偏好強的國小學童其音樂學習態度比觸覺偏好弱的國小學童正向。
八、接受CAMI的國小學童，多數對電腦輔助音樂學習持有積極、正向的意見與態度。而不同聽覺偏好、不同視覺偏好之學童其態度均無差異，觸覺偏好強之學童對CAMI的態度則比觸覺偏好弱之學童正向。此外，透過電腦作曲軟體的使用，頗能引起學童對電腦音樂的興趣。
根據以上研究結論做了相關建議以為教育單位、學校、教師教學及未來研究之參考。

The main purposes of this study were to investigate the effect of computer-assisted music instruction and learning style perceptual preferences（auditory, visual, tactual）on the music-learning achievement and music-learning attitude of elementary school students, and to examine the students’ attitudes toward CAMI after receiving computer-assisted music instruction. The sample was 142 fourth grade students in four classes. Among them two classes received computer-assisted music instruction (experimental group), and the other two classes received traditional music instruction (control group). The pretest and posttest on music learning achievement and music learning attitude were given to the subjects before and after ten weeks’ experimental program. The learning style scale was administered to identify students’ perceptual preferences and a questionnaire was to assess experimental group students’ attitudes toward CAMI. One-way and two-way Analysis of Covariance (ANCOVA), one- sample t test, independent-samples t test, frequency distribution and percentage were used to analyze the collected data.
The main findings of this study were as follows:
1.The experimental group students’ music-learning achievement was better than the control group students’.
2.There was no significant difference between the different auditorially preferenced students on the music-learning achievement.
3.The higher visually preferenced students’ music-learning achievement was better than the lower visually preferenced students’.
4.There was significant interaction effect between experimental treatment and tactual preference. Both higher tactually preferenced students and lower tactually preferenced students had higher music-learning achievement in CAMI. The lower tactually preferenced students’ music-learning achievement was better than the higher tactually preferenced students’ in traditional music instruction.
5.There was no significant difference between the experimental group and the control group on the total music-learning attitude scores, but the experimental group had more music learning interest than the control group.
6.There was no significant difference between the different auditorially preferenced students on the music-learning attitude. There was no significant difference between the different visually preferenced students on the music-learning attitude.
7.The higher tactually preferenced students had more positive music-learning attitude than the lower tactually preferenced students.
8.Most of the students who had received computer-assisted music instruction had positive attitudes toward CAMI. There was no significant difference between the different auditorially preferenced students and the different visually preferenced students on the attitude toward CAMI, but higher tactually preferenced students had more positive attitude toward CAMI than lower tactually preferenced students.
According to these results, this study proposed suggestions for the educational application and future research.

第一章 緒論
第一節 問題背景與研究動機………………………..………….1
第二節 研究目的………………………………………….……..6
第三節 待答問題………………………………………………...7
第四節 研究範圍與限制………………………………...…....8
第五節 名詞釋義………………………………………...…..…9
第二章 文獻探討
第一節 電腦輔助教學…………………………...…………....13
第二節 電腦輔助音樂教學……………………...………..……22
第三節 音樂創作教學…………………………...………..……30
第四節 電腦輔助音樂創作教學……………………….………..41
第五節 學習型態與電腦輔助教學…………...…………..……48
第三章 研究方法
第一節 研究樣本………………………………………...……..64
第二節 研究架構與設計………………………………..…...…65
第三節 研究假設…………………………………...…...…...68
第四節 研究工具……………………………………...……....72
第五節 研究實施程序…………………………………………...89
第六節 資料處理與統計方法…………………………………...94
第四章 研究結果與討論
第一節 電腦輔助音樂教學之成效………….………………....95
第二節 實驗處理與知覺學習型態對學童音樂
學習成就之影響………………………………….......105
第三節 實驗處理與知覺學習型態對學童音樂
學習態度之影響…………………………………….....117
第四節 實驗組學童對電腦輔助音樂學習之意見……….....…123
第五章 研究結論與建議
第一節 研究發現……………………………………….……....131
第二節 結論………………………………………….………....133
第三節 建議……………………………………….…………....135
參考文獻
一、中文部分分........................141
二、英文部分…………………….....……………………….....146
附 錄
附錄一 國民小學課程標準（民82）……………………………..157
附錄二 國民中小學九年一貫課程暫行綱要（民89）……………161
附錄三 國小四年級音樂創作教學活動設計（共十節）…....…164
附錄四 音樂學習成就測驗（前後測使用）…………………..…180
附錄五 音樂學習態度量表（前後測使用）…………………..…184
附錄六 電腦輔助音樂學習意見調查表……………….…….…..187
附錄七 學習型態量表…………………………….………….…..190
附錄八 實驗組學生對電腦輔助音樂學習之意見調查結果……..192

一中文部分
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國民小學課程標準（民82）。台北：教育部。
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二、英文部分
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