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A Case Study of Music Teaching Model and Teaching Practice of a Trainee in “Solffge Music Education Organization”
music teaching model
children music Teaching
|Issue Date: ||2011-10-26 23:55:20 (UTC+8)|
A case study method is adopted in this research. The research adopts both qualitative and quantitative methods. Through the observations and interviews, the case studied in this research is a teacher trainee by the Solffge Music Education Organization who is currently a contract teacher in a kindergarten. In this research, the teacher’s music teaching model and teaching content are explored. Based on the pilot study and results of literature review, research tools like the “Record of Children Music Teaching Observation for Contract Teachers” and the “Record of Interviews with Contract Teachers Regarding Children Music Teaching” are established. Information on the teaching site and documents are collected for subsequent analysis and descriptive discussions. According to the information analysis, conclusions are found as follows.
1. The music teaching models applied by the Wu Mei-Yun children music teacher include imitation and practice, teaching and acceptance, direct teaching, participation and experience, multi-sensational participation, behavioral assistance and scenarios, covering “affection,” “behavior,” and “cognition,” the three elements in music teaching.
2. Generally speaking, the Wu Mei-Yun children music teacher prioritizes the teaching model that emphasizes imitation and practice in music teaching. Scenario models are rarely used.
3. The curricular framework design of the music teaching model used by the contract teacher can reflect the belief and content of the teaching system at the Wu Mei-Yun Children Music Teaching Institute. Performance teaching is the focus of the teaching content. During the experiment, singing teaching is the most applied but creation teaching is the least. Imitation and practice is the main part of the teaching method, and the role play is the least used. As a whole, the contract teacher handles issues related to the teaching practice effectively. Her professional knowledge, skills and performance are recognized.
|Relation: ||崑山科技大學人文暨社會科學學報 第二期p.53-87|
|Appears in Collections:||[崑山科技大學人文暨社會科學學報] 第２期|
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