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研究生:許瑛巧
論文名稱:系統性弦樂技巧訓練對音樂資優生演奏技巧與焦慮影響之研究
論文名稱(外文):The Effects of Systematic String Technique Training on the Performance Technique and Anxiety of Musically Talented Students
指導教授:王文科王文科引用關係張昇鵬張昇鵬引用關係
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:289
中文關鍵詞:小提琴弦樂技巧演奏焦慮音樂資優生自覺演奏焦慮
外文關鍵詞:violinstring techniqueperformance anxietymusically talented studentsself-perception performance anxiety
相關次數:
  • 被引用被引用:4
  • 點閱點閱:565
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:7
本研究旨在瞭解DeLay的「系統性弦樂技巧訓練法」對國中音樂資優生演奏技巧能力與演奏焦慮之影響。本研究包括「不等的前測-後測控制組設計」之準實驗研究與深度訪談之質性研究兩個部分。在實驗研究方面,受試者分為實驗組(n=17)與控制組(n=16);實驗組學生接受為期十二週,每週二次的系統性弦樂技巧訓練實驗教學,而控制組學生則於該期間內未施予實驗課程處理。研究中所使用的研究工具包括「施測樂曲選取單」、「弦樂演奏技巧能力評分表」、「演奏焦慮程度測量表」以及「青少年音樂演奏焦慮調查表」,並以相依樣本單因子變異數分析與單因子共變數分析為資料處理與分析法。
在質性研究方面,以訪談指引法自編「系統性弦樂技巧訓練訪談大綱」對實驗組學生進行深度訪談,並以三角交叉法和參與者驗證,進行質的資料驗證分析。本研究的主要發現如下:
一、實驗組學生接受系統性弦樂技巧訓練課程後,在「左手-換把位」、
「左手-清晰度」、「左手-抖音」、「右手-運弓」、「右手-弓法」、「雙手-協調度」及「整體演奏水準」等弦樂演奏技巧能力有顯著的進步。
二、實驗組學生接受系統性弦樂技巧訓練課程後,在後測-等候區經歷演奏焦慮之程度有顯著的減緩。
三、控制組學生未接受系統性弦樂技巧訓練課程,在後測-等候區仍經歷高度的演奏焦慮。
四、實驗組學生接受系統性弦樂技巧訓練課程後,在「心跳速率」及「收縮壓」等演奏焦慮程度有顯著的降低。
五、實驗組學生接受系統性弦樂技巧訓練課程後,在「身體與認知特徵」、「演奏情境」及「演奏評鑑」等自覺演奏焦慮程度有顯著的改善。
六、大部分實驗組學生對系統性弦樂技巧訓練在演奏技巧與演奏焦慮之成效,均抱持正面肯定的態度。
本研究根據實驗研究與質性訪談的結果,對音樂資優教育工作者、未來研究者及音樂資優生提出若干建議。
The purposes of this study were to explore the effects of DeLay’s systematic string technique training on the performance technique and performance anxiety of musically talented students in junior high school. The methods of this study included nonequivalent pretest-posttest control group designs in quasi-experimental research and in-depth interview technique in qualitative research. The participants were divided into the experimental group (n=17) and the control group (n=16). The experimental group received a twelve-week systematic string technique training while the control group received regular training. The employed instruments included Music Piece Selecting Sheet for Test, Performance Ability of String Techniques Rating Score Scale, Physiological Measurement of Performance Anxiety Scale and Music Performance Anxiety Inventory for Adolescent (MPAI-A). The quantitative analysis methods included correlated sample design One-way ANOVA and One-way ANCOVA.
The qualitative data were collected from the experimental group by using the interview guide approach and the obtained data were examined and analyzed through triangulation and member checks. The main results of this study were summarized as follows:
1. The Systematic String Technique Training had significant effects on improving the performance ability of string techniques at shifting, articulation, vibrato, bowing motion, strokes, coordination and quality of music performance in experimental group students.
2. After taking the Systematic String Technique Training lessons, students in experimental group did not experience high level performance anxiety at waiting stage-side during posttest.
3. Did not taking the Systematic String Technique Training lessons, students in control group still experience high level performance anxiety at waiting stage-side during posttest.
4. The Systematic String Technique Training had significant effects on reducing the level of performance anxiety at heart rates and systolic blood pressure in experimental group students.
5. The Systematic String Technique Training had significant effects on improving the level of self-perception performance anxiety at somatic and cognitive features, performance context and performance evaluation in experimental group students.
6. Most students of the experimental group had positive feedback about the effects of Systematic String Technique Training on improving their performance ability of string techniques and performance anxiety.
Based on the findings of this study, some suggestions were proposed to teachers of musically talented, future study and musically talented students.
目 次

中文摘要 Ι
英文摘要 Ш
目次 V
表次 VΙΙ
圖次 X Ι
譜例次 X Ш
附錄次 XV

第一章 緒論 1
 第一節 問題背景與研究動機 1
 第二節 研究目的、待答問題與研究假設 11
 第三節 名詞釋義 17
 第四節 研究限制 22
第二章 文獻探討 25
 第一節 我國音樂才能班小提琴學習概述 25
 第二節 系統性弦樂技巧訓練法的理論架構 43
 第三節 演奏焦慮的概念 78
 第四節 演奏焦慮的矯治與因應策略 94
第三章 研究方法 117
 第一節 研究設計 117
 第二節 研究對象 126
 第三節 研究工具 128
 第四節 實驗處理 140
 第五節 研究程序 145
 第六節 資料處理 150
第四章 結果與討論 155
 第一節 系統性弦樂技巧訓練法對音樂資優生弦樂演奏技巧能力之影響 155
 第二節 系統性弦樂技巧訓練法對音樂資優生演奏焦慮程度之影響 171
 第三節 系統性弦樂技巧訓練法對音樂資優生自覺演奏焦慮程度之影響 193
 第四節 深度訪談結果的分析 203
 第五節 綜合討論 214
第五章 結論與建議 221
 第一節 結論 222
 第二節 建議 228
參考文獻 237
中文部分 237
英文部分 241
附錄 270

表 次
表 2-1 國中弦樂組小提琴之入學考試內容 29
表 3-1 兩組學生人數分配情形與性別之卡方考驗 126
表 3-2 質性研究訪談對象之編碼情形 127
表 3-3 施測樂曲選取結果 130
表 3-4 評分表得分範圍與分數等級之對應關係 133
表 3-5 青少年音樂演奏焦慮調查表與各量表之相關矩陣 136
表 3-6 預試樣本人數一覽表 138
表 3-7 系統性弦樂技巧訓練課程摘要 141
表 3-8 研究之初步編碼意義表 152
表 4-1 兩組學生在「弦樂演奏技巧能力評分表」之組內迴歸係數同質性
考驗摘要表 157
表 4-2 兩組學生在「左手-換把位」前後測之平均數與標準差 158
表 4-3 兩組學生在「左手-換把位」之單因子共變數分析摘要表 158
表 4-4 兩組學生在「左手-清晰度」前後測之平均數與標準差. 159
表 4-5 兩組學生在「左手-清晰度」之單因子共變數分析摘要表 160
表 4-6 兩組學生在「左手-抖音」前後測之平均數與標準差 161
表 4-7 兩組學生在「左手-抖音」之單因子共變數分析摘要表 161
表 4-8 兩組學生在「右手-運弓」前後測之平均數與標準差 162
表 4-9 兩組學生在「右手-運弓」之單因子共變數分析摘要表 162
表 4-10 兩組學生在「右手-弓法」前後測之平均數與標準差 164
表 4-11 兩組學生在「右手-弓法」之單因子共變數分析摘要表 164
表 4-12 兩組學生在「雙手-協調度」前後測之平均數與標準差 165
表 4-13 兩組學生在「雙手-協調度」之單因子共變數分析摘要表 165
表 4-14 兩組學生在「整體演奏水準」前後測之平均數與標準差 167
表 4-15 兩組學生在「整體演奏水準」之單因子共變數分析摘要表 167
表 4-16 兩組學生在「弦樂演奏技巧能力評分表總分」前後測之平均數與
標準差 168
表 4-17 兩組學生在「弦樂演奏技巧能力評分表總分」之單因子共變數分
析摘要表 169
表 4-18 實驗組學生在「心跳速率」上基線期與前、後測等候區之平均數
與標準差 172
表 4-19 實驗組學生在「心跳速率」上基線期與前、後測等候區之單因子
變異數分析摘要表 173
表 4-20 實驗組學生在「收縮壓」上基線期與前、後測等候區之平均數與
標準差 174
表 4-21 實驗組學生在「收縮壓」上基線期與前、後測等候區之單因子變
異數分析摘要表 175
表 4-22 實驗組學生在「舒張壓」上基線期與前、後測等候區之平均數與
標準差 176
表 4-23 實驗組學生在「舒張壓」上基線期與前、後測等候區之單因子變
異數分析摘要表 177
表 4-24 控制組學生在「心跳速率」上基線期與前、後測等候區之平均數
與標準差 178
表 4-25 控制組學生在「心跳速率」上基線期與前、後測等候區之單因子
變異數分析摘要表 179
表 4-26 控制組學生在「收縮壓」上基線期與前、後測等候區之平均數與
標準差 180
表 4-27 控制組學生在「收縮壓」上基線期與前、後測等候區之單因子變
異數分析摘要表 181
表 4-28 控制組學生在「舒張壓」上基線期與前、後測等候區之平均數與
標準差 182
表 4-29 控制組學生在「舒張壓」上基線期與前、後測等候區之單因子變
異數分析摘要表 182
表 4-30 兩組學生在「演奏焦慮程度測量表」之組內迴歸係數同質性考驗
摘要表 186
表 4-31 兩組學生在「心跳速率」前、後測等候區之平均數與標準差187
表 4-32 兩組學生在「心跳速率」之單因子共變數分析摘要表 187
表 4-33 兩組學生在「收縮壓」前、後測等候區之平均數與標準差 189
表 4-34 兩組學生在「收縮壓」之單因子共變數分析摘要表 189
表 4-35 兩組學生在「舒張壓」前、後測等候區之平均數與標準差 190
表 4-36 兩組學生在「舒張壓」之單因子共變數分析摘要表 190
表 4-37 兩組學生在「青少年音樂演奏焦慮調查表」之組內迴歸係數同質
性考驗摘要表 194
表 4-38 兩組學生在「身體與認知特徵」前後測之平均數與標準差 195
表 4-39 兩組學生在「身體與認知特徵」之單因子共變數分析摘要表195
表 4-40 兩組學生在「演奏情境」前後測之平均數與標準差 197
表 4-41 兩組學生在「演奏情境」之單因子共變數分析摘要表 197
表 4-42 兩組學生在「演奏評鑑」前後測之平均數與標準差 198
表 4-43 兩組學生在「演奏評鑑」之單因子共變數分析摘要表 198
表 4-44 兩組學生在「青少年音樂演奏焦慮調查表總分」前後測之平均數
與標準差 200
表 4-45 兩組學生在「青少年音樂演奏焦慮調查表總分」之單因子共變數
分析摘要表 200

圖 次
圖 2-1 音樂才能班鑑定安置流程圖 27
圖 2-2 法比式持弓法 32
圖 2-3 俄式持弓法 34
圖 2-4 抖音基本姿勢 51
圖 2-5 本音到低半度音的手指姿勢 52
圖 2-6 三角形階段 55
圖 2-7 正方形階段 55
圖 2-8 點狀階段 56
圖 2-9 運弓的基本要素 57
圖 2-10 觸絃點的區域畫分 59
圖 2-11 統合弓法的分類 73
圖 2-12 Yerkes-Dodson 演奏效率與焦慮程度的關係 81
圖 3-1 實驗研究設計模式 118
圖 3-2 實驗研究架構圖 123
圖 3-3 研究流程圖 149
圖 4-1 兩組學生在「左手-換把位」之得分情形 159
圖 4-2 兩組學生在「左手-清晰度」之得分情形 160
圖 4-3 兩組學生在「左手-抖音」之得分情形 162
圖 4-4 兩組學生在「右手-運弓」之得分情形 163
圖 4-5 兩組學生在「右手-弓法」之得分情形 165
圖 4-6 兩組學生在「雙手-協調度」之得分情形 166
圖 4-7 兩組學生在「整體演奏水準」之得分情形 168
圖 4-8 兩組學生在「弦樂演奏技巧能力評分表總分」之得分情形 169
圖 4-9 實驗組學生在「心跳速率」各階段測量數據之變化情形 174
圖 4-10 實驗組學生在「收縮壓」各階段測量數據之變化情形 176
圖 4-11 實驗組學生在「舒張壓」各階段測量數據之變化情形 177
圖 4-12 控制組學生在「心跳速率」各階段測量數據之變化情形 180
圖 4-13 控制組學生在「收縮壓」各階段測量數據之變化情形 181
圖 4-14 控制組學生在「舒張壓」各階段測量數據之變化情形 183
圖 4-15 兩組學生在「心跳速率」各階段測量數據之比較 184
圖 4-16 兩組學生在「收縮壓」各階段測量數據之比較 184
圖 4-17 兩組學生在「舒張壓」各階段測量數據之比較 185
圖 4-18 兩組學生在「心跳速率」之測量情形 188
圖 4-19 兩組學生在「收縮壓」之測量情形 190
圖 4-20 兩組學生在「舒張壓」之測量情形 191
圖 4-21 兩組學生在「身體與認知特徵」之得分情形 196
圖 4-22 兩組學生在「演奏情境」之得分情形 198
圖 4-23 兩組學生在「演奏評鑑」之得分情形 199
圖 4-24 兩組學生在「青少年音樂演奏焦慮調查表總分」之得分情形201

譜 例 次
譜例 2-1 法國式換把位 44
譜例 2-2 俄國式換把位 44
譜例 2-3 結合式換把位 45
譜例 2-4 媒介音 46
譜例 2-5 換把位練習的節奏變化型式 46
譜例 2-6 清晰度練習的節奏變化型式 48
譜例 2-7 抖音練習的節奏變化型式-八分音符 52
譜例 2-8 抖音練習的節奏變化型式-十六分音符 53
譜例 2-9 抖音練習的節奏變化型式-三十二分音符 53
譜例 2-10 抖音練習的節奏變化型式-附點音符 53
譜例 2-11 運弓力度練習 58
譜例 2-12 運弓速度練習-一弓內:快-慢 58
譜例 2-13 運弓速度練習-分弓:快-慢 59
譜例 2-14 運弓速度練習-分弓:慢-快 59
譜例 2-15 分弓 61
譜例 2-16 微壓分弓 62
譜例 2-17 鎚弓 63
譜例 2-18 連弓 64
譜例 2-19 波弓 65
譜例 2-20 頓弓 66
譜例 2-21 控制跳弓 67
譜例 2-22 自然跳弓 68
譜例 2-23 敲弓 69
譜例 2-24 飛跳弓 70
譜例 2-25 拋弓 71
譜例 2-26 飛頓弓 72
譜例 2-27 音階練習的節奏變化型式-一音一弓 75
譜例 2-28 音階練習的節奏變化型式-二音一弓 76
譜例 2-29 音階練習的節奏變化型式-四音一弓 76
譜例 2-30 音階練習的節奏變化型式-六音一弓 76
譜例 2-31 音階練習的節奏變化型式-八音一弓 76
譜例 2-32 音階練習的節奏變化型式-十二音一弓 77

附 錄 次
附錄一 音樂藝術才能資賦優異學生觀察推薦表 270
附錄二 技巧練習記錄表 273
附錄三 樂曲練習檢核表 274
附錄四 實驗組與控制組學生學琴歷程之統計資料 275
附錄五 參與研究同意書 276
附錄六 施測樂曲選取單 277
附錄七 施測樂曲選取單之專家效度名單 278
附錄八 弦樂演奏技巧能力評分表 279
附錄九 演奏焦慮程度測量表 280
附錄十 青少年音樂演奏焦慮調查表使用同意書 281
附錄十一 青少年音樂演奏焦慮調查表 283
附錄十二 翻譯量表之專家效度名單 286
附錄十三 教學活動記錄單 287
附錄十四 單元學習回饋單 288
附錄十五 系統性弦樂技巧訓練訪談大綱 289
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