心智圖教學對小學四年級學生中文閱讀能力的成效

ABSTRACT

THIS STUDY EMPLOYS QUALITATIVE RESEARCH METHODS, CONDUCTING SEMI-STRUCTURED INTERVIEWS WITH TEN KINDERGARTEN TEACHERS IN MACAO. THE STUDY FURTHER ANALYSES AND SUMMARISES THE PARTICIPANTS' PERCEPTIONS OF MUSIC TEACHING, MUSIC CURRICULUM DESIGN, TEACHING PRACTICES, PRACTICAL CHALLENGES, AND THE SUPPORT NEEDED TO DEVELOP MUSIC EDUCATION. THE FINDINGS OF THE STUDY ARE AS FOLLOWS: 1. THE STUDY EXPLORES KINDERGARTEN TEACHERS' PERCEPTIONS AND ATTITUDES TOWARDS MUSIC TEACHING, REVEALING THAT ALL PARTICIPANTS RECOGNISE THE IMPORTANCE OF FUNDAMENTAL MUSIC KNOWLEDGE AND SKILLS, ALTHOUGH THERE IS A NOTICEABLE VARIATION IN THE MUSIC PROFICIENCY LEVEL AMONG TEACHERS. A SOLID FOUNDATION IN MUSIC IS ESSENTIAL FOR DELIVERING HIGH-QUALITY MUSIC INSTRUCTION. FURTHER TO PROFESSIONAL SKILLS, TEACHERS' ATTITUDES TOWARDS MUSIC TEACHING ALSO VARY. WHILE MOST PARTICIPANTS ARE PASSIONATE ABOUT MUSIC EDUCATION, SOME HOLD NEUTRAL OR CONSERVATIVE VIEWS, AND A FEW LACK MUCH INTEREST. THEIR INVOLVEMENT IN TEACHING IS PRIMARILY DRIVEN BY PROFESSIONAL DUTIES AND SCHOOL CURRICULUM REQUIREMENTS, WITH SOME MISSING INTRINSIC MOTIVATION OR ENTHUSIASM FOR TEACHING MUSIC. ADDITIONALLY, SOME TEACHERS' LIMITED INTEREST IN MUSIC TEACHING MAY BE RELATED TO A LACK OF MUSICAL TALENT OR CONFIDENCE. 2. THIS STUDY ANALYSES THE CURRENT STATE OF MUSIC CURRICULUM TEACHING IN KINDERGARTENS. MOST MUSIC INSTRUCTION WITHIN KINDERGARTENS IN MACAO ALIGNS WITH THE GUIDELINES PROVIDED BY THE EDUCATION AND YOUTH DEVELOPMENT BUREAU, WITH TWO MUSIC CLASSES ARRANGED PER WEEK, EACH SESSION LASTING ABOUT 30 MINUTES. WHILE THEMATIC TEACHING IS A SIGNIFICANT MODEL IN KINDERGARTEN MUSIC CURRICULA, OVER-RELIANCE ON IT SHOULD BE AVOIDED. THE STUDY SUGGESTS THAT TEACHERS SHOULD BALANCE THEMATIC TEACHING WITH SYSTEMATICALLY CULTIVATING FUNDAMENTAL MUSIC KNOWLEDGE AND SKILLS. REGARDING STAFFING, MUSIC CLASSES ARE TYPICALLY CO-TAUGHT BY TWO CLASSROOM TEACHERS, WITH ONE REQUIRED TO HAVE INSTRUMENTAL SKILLS. THIS ARRANGEMENT SUPPORTS MORE PROFESSIONAL MUSIC INSTRUCTION, ENRICHES TEACHING CONTENT, AND ENHANCES CHILDREN'S MUSICAL EXPERIENCES. HOWEVER, CHALLENGES REMAIN DUE TO HEAVY TEACHER WORKLOADS AND INSUFFICIENT RESOURCES AND FACILITIES. DESPITE THESE LIMITATIONS, KINDERGARTEN TEACHERS IN MACAO CONTINUE TO IMPLEMENT PERSONALISED TEACHING APPROACHES AND ADOPT DIVERSE, INNOVATIVE, AND INDIVIDUALISED TEACHING METHODS IN THEIR MUSIC CURRICULA. THE INTERVIEWED TEACHERS DEMONSTRATED A BROAD AND INNOVATIVE APPROACH TO CURRICULUM DESIGN AND PRACTICE, REFLECTING THEIR DEEP UNDERSTANDING AND PROFESSIONAL COMPETENCE IN EARLY CHILDHOOD MUSIC EDUCATION. 3. KINDERGARTEN TEACHERS IN MACAO FACE VARIOUS CHALLENGES IN TEACHING MUSIC CURRICULA, MOST DUE TO THE COMPREHENSIVE AND OBJECTIVE ASSESSMENT OF CHILDREN'S MUSICAL ABILITIES. THE STUDY FINDS THAT TEACHERS TYPICALLY STRUGGLE TO EVALUATE MUSICAL CONCEPTS, RHYTHM, CREATIVITY, INTEREST, AND ENGAGEMENT. ADDITIONALLY, PRONUNCIATION ACCURACY AND DEVELOPMENTAL DIFFERENCES AMONG CHILDREN ARE SIGNIFICANT FACTORS IN THE ASSESSMENT PROCESS. 4. THIS STUDY AIMS TO DELVE INTO THE CHALLENGES AND NEEDS FACED BY KINDERGARTEN TEACHERS IN MUSIC CURRICULUM PRACTICE, PARTICULARLY IN MUSIC EDUCATION. THE FINDINGS INDICATE THAT THE DEVELOPMENT OF MUSIC EDUCATION IN KINDERGARTENS IS INFLUENCED BY MULTIPLE FACTORS, WITH THE LEVEL OF IMPORTANCE AND SUPPORT GIVEN TO MUSIC EDUCATION BY SCHOOLS BEING A CRITICAL ISSUE. SPECIFICALLY, SOME PARTICIPANTS NOTED THAT SCHOOLS PLACE LIMITED EMPHASIS ON MUSIC EDUCATION, PRIORITISING CORE SUBJECTS SUCH AS LANGUAGE AND ENGLISH, WHILE OTHERS REPORTED THAT SCHOOLS PROVIDE AMPLE RECOGNITION AND SUPPORT FOR MUSIC EDUCATION. THIS DISPARITY LEADS TO AN IMBALANCE IN MUSIC TEACHING RESOURCES AND ENVIRONMENTS, AFFECTING TEACHERS' ABILITY TO CONDUCT MUSIC TEACHING ACTIVITIES EFFECTIVELY. WHILE SOME SCHOOLS PLACE A HIGH VALUE ON MUSIC EDUCATION, OVEREMPHASISING CERTAIN ASPECTS OF TRAINING MAY LEAD TO AN IMBALANCED DEVELOPMENT OF MUSIC EDUCATION. FURTHERMORE, THE STUDY FINDS THAT KINDERGARTEN TEACHERS HAVE VARYING LEVELS OF MUSICAL BACKGROUND AND TEACHING EXPERIENCE. DESPITE HAVING A BASIC UNDERSTANDING OF MUSIC, SOME TEACHERS FALL SHORT IN TEACHING METHODS AND STRATEGIES, WHILE OTHERS LACK SYSTEMATIC MUSIC KNOWLEDGE AND SKILLS. THESE DIFFERENCES IN CAPABILITY LIMIT THE QUALITY OF MUSIC INSTRUCTION AND HINDER THE COMPREHENSIVE DEVELOPMENT OF CHILDREN'S MUSICAL LITERACY. FINALLY, THE RESEARCHER PROVIDES RELEVANT RECOMMENDATIONS BASED ON THESE CONCLUSIONS TO GUIDE FUTURE RESEARCH. 本研究採用質性研究法,通過半結構訪談10位澳門幼稚園教師,並進一步加以分析與歸納探討了受訪者對音樂教學的認知、音樂課程設計、教學實況、實踐困境以及發展支持等方面的情況。研究結論如下：  1. 探討幼稚園教師對音樂教學的認知和態度,研究發現,所有受訪教師均認識到音樂基礎知識和技能的重要性,但教師之間的音樂技能水準存在一定差異。紮實的音樂基礎是開展高品質音樂教學的前提。除了專業技能外,教師對音樂教學的態度也有所不同,大部分受訪者對音樂教學充滿熱忱,但也有部分教師持中立或保守的態度,少數教師則缺乏興趣。他們參與教學主要是出於職責和學校課程安排,可能缺乏內在動力和熱情。此外,個別教師對音樂教學的興趣不足,這可能與其音樂天分不夠或自信心不足有關。  2. 本研究分析了幼稚園音樂課程的教學現狀。大多數澳門幼稚園的音樂教學安排符合教青局的指引,每週安排兩次音樂課,每節課時長約為30分鐘。雖然主題教學是幼稚園音樂課程的重要模式之一,但不宜過度依賴。研究指出,教師在進行主題教學的同時,應重視系統性培育音樂基礎知識和技能,並在兩者之間找出平衡。在教師配置方面,音樂課通常由兩位班主任共同執導,其中一位教師需具備樂器演奏能力,這樣的安排有助於提供更專業的音樂指導,豐富教學內容,並提升幼兒的音樂體驗。然而,問題在於教師的工作負擔較重,且在師資力量和教學設施等方面仍有不足。儘管面對環境的限制,澳門幼稚園教師仍靈活地開展自己的個性化教學,並在音樂課程中採用了多樣化、創新性和個性化的教學方法。受訪的幼稚園教師展現出了多元化、創新性的教學設計理念和實踐,充分體現了他們對幼兒音樂教育的深刻理解和專業素養。  3. 澳門的幼稚園教師在進行音樂課程教學時面臨多種挑戰,這些挑戰主要集中在如何全面且客觀地評估幼兒音樂能力。研究發現,教師們普遍在音樂概念、節奏感、創造力、興趣和參與度的評估方面遇到困難。此外,發音準確性和幼兒之間的發展差異也成為評估過程中的重要考慮因素。    4. 本研究旨在深入探討幼稚園教師在音樂課程實踐中面臨的挑戰與需求,尤其是在音樂教育方面。研究結果顯示,幼稚園的音樂教育發展受到多種因素的影響,其中學校對音樂教育的重視程度和支持力度的差異是關鍵問題之一。具體而言,有部分受訪者指出,學校對音樂教育的重視程度有限,更側重於語文、英語等主學科的教學；而另一些受訪者則表示,學校對音樂教育給予了充分的認可和支持。這種差異性導致了音樂教學資源和環境的不平衡,影響了教師開展音樂教學活動的能力和效果。 儘管一些學校非常重視音樂教育,但如果過度強調某一方面的培養,可能會導致音樂教育的發展失衡。此外,研究還發現,幼稚園教師的音樂專業背景和教學經驗存在較大差異,有些教師雖然具備音樂基礎,但教學方法和策略上有所欠佳,另一些教師缺乏系統的音樂知識和技能。這種能力上的差異不僅限制了音樂教學的品質,還阻礙了幼兒音樂素養的全面發展。最後,研究者依據上述結論據出相關建議,以提供給後續研究者為參考。