「一起玩節奏!」桌遊融入音樂教學對國小六年級學生學習成效及動機的影響

Abstract

本研究旨在探討「Learning Rhythm Ready Go!」（一起玩節奏!）融入音樂節奏教學是否有助於提升學習成效及學習動機。在預備性研究，研究者首先完成初步卡牌與遊戲設計，經過與現職國中小音樂教師進行專家小組討論，蒐集專家評鑑集與回饋，再修正完成正式版的桌遊。在教學實驗，研究對象為新北市某國小六年級十個班的學生，共計277人。實驗設計採用「準實驗法」進行實驗設計，以班級為單位隨機分成實驗組152人與對照組125人，本實驗課程進行八周，每周一堂課。研究中所用之工具包含「Learning Rhythm Ready Go!」（一起玩節奏!）桌遊、「節奏能力測驗」與「音樂課程學習動機量表」，以單因子共變數分析檢驗本研究之研究假設，並依據「學生課程回饋單」質性資料補充量化資料的分析結果。本研究主要發現：( 1 ) 透過專家評鑑模式進行「Learning Rhythm Ready Go!」（一起玩節奏!）桌遊設計的評定，結果顯示自製桌遊能符合國小六年級學生於音樂節奏認讀之學習需求。( 2 ) 實驗組在節奏能力測驗之成績高於對照組。( 3 ) 實驗組在學習動機量表之價值、預期、情感及執行意志四項分量表中，明顯優於對照組。( 4 ) 整體上，桌遊融入音樂科的節奏教學中是可行且有效的。This study intended to discuss the effects of the strategy of combining ‘“Learning Rhythm Ready Go!” into rhythm teaching on improving learning effectiveness and learning motivation.In the preparative research, the researcher completed the preliminary design of the cardboard game. After the panel discussion with in-service elementary and middle school music teachers, and collected evaluations and feedback from experts, finally the researcher corrected and finished the official version of the board game.This experiment enrolled a total of ten classes (N=277) of the sixth-grade students in an elementary school in New Taipei City.This study adopts the quasi-experimental, 152 students served as the experimental group, and the other 125 students were assigned to the control group.An eighth-week summarization strategy instruction, one class per week, was conducted on the experimental group.The board game “Learning Rhythm Ready Go! ”, music rhythm ability test, and motivation assessment in music learningc were developed as research tools to conduct one-way analysis of covariance (one-way ANCOVA) and further comprehensively qualitative data analysis according to student feedback sheets.The results of the study were as follows,(1) Using expert judgment techniques to evaluate the board game “Learning Rhythm Ready Go!“, the result shows that self-made board game meets the learning requirements of rhythmic recognition ability for sixth-grade students in elementary school.(2) It was found that the student’s grades of music rhythm ability test are higher than the control group.(3) It was found that the students' grades of the motivation assessment on values, expectancy, affective, and executive volition are better than the control group. (4) Overall, experimental research result shows that board game integrated into rhythm teaching have positive effects on learning achievement.