中學生參與音樂學習活動對多元智能與學習風格影響之研究—以新竹縣私立中學為例

研究生:	<a href="http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=PAZdiL/search?q=auc=%22%E4%B8%81%E5%9C%8B%E7%BF%94%22.&searchmode=basic&quot; class="slink" title="丁國翔" style="color: #0768a9; text-decoration: none;">丁國翔
研究生(外文):	Kuo-Hsiang Ting
論文名稱:	中學生參與音樂學習活動對多元智能與學習風格影響之研究—以新竹縣私立中學為例
論文名稱(外文):	The Effects of High School Students’ Participation in Music Learning Activities on Multiple Intelligences and Learning Styles:A Case Study of Private High School in Hsin-Chu County:
指導教授:	張蕙慧
指導教授(外文):	Hwei-Hwei Chang
學位類別:	碩士
校院名稱:	國立新竹教育大學
系所名稱:	音樂學系碩士班
論文出版年:	0
畢業學年度:	96
語文別:	中文
論文頁數:	123
中文關鍵詞:	中學學生、音樂學習活動、多元智能、學習風格
外文關鍵詞:	high school students、music learning activities、multiple intelligences、learning styles

中學生參與音樂學習活動對多元智能與學習風格影響之研究—以新竹縣私立中學為例

The Effects of High School Students’ Participation in Music Learning Activities on Multiple Intelligences and Learning Styles:A Case Study of Private High School in Hsin-Chu County

　

　　本研究旨在探討新竹地區中學生參與音樂學習活動對多元智能與學習風格之影響。本文採用調查研究法，重點包含：1.瞭解中學生參與音樂學習活動之現況。2.探討中學生是否參與音樂學習活動對多元智能與學習風格之影響。3.檢驗不同階段中學生參與音樂學習活動與否對多元智能與學習風格造成之差異。以自編的「中學生參與音樂學習活動對多元智能與學習風格影響之研究」問卷為研究工具；並以訪談收集質性資料加以佐證。以新竹縣私立中學536位學生為研究對象。以描述性統計（次數分配與百分比、平均數與標準差）與推論統計（獨立樣本t檢定、皮爾森積差相關分析）加以處理。
　　根據研究結果主要發現如下：
一、學生參與音樂學習活動之比例高達五成，表示升學的壓力並未影響到音樂學習活動的參與。
二、國高中階段參與音樂學習活動之學生優勢智能皆為人際智能、內省智能，而弱勢智能皆為肢體—動覺智能、空間智能；學習風格優勢部份為皆注重人際型，而弱勢部份同為理解型。
三、國中階段學生是否參與音樂學習活動於多元智能之「音樂智能」、「人際智能」和學習風格之「注重人際型」、「精熟型」等變項有顯著差異。高中階段學生僅於多元智能之「空間智能」變項有顯著差異。
四、國中階段的學生在音樂智能、人際智能、注重人際型、精熟型呈顯著正相關；而高中階段的學生在空間智能呈顯著負相關，其餘皆未顯著。
　　最後，本研究根據上述研究結果，提出若干具體建議，供教育應用及未來研究之參考。

 

　　The purpose of this study is to investigate the effects of high school students participating in music learning activities on multiple intelligences and learning styles.
This research intend to (1) understand the status of high school students participating in music learning activities; (2) explore the effects of high school students participated or non-participated in music learning activities on multiple intelligences and learning styles; (3) examine the differences in multiple intelligences and learning styles resulting from students participating and non-participating in music learning styles at different learning stages. 
　　Survey study is conducted based on a self-compiled questionnaire entitled “The effects of high school students participating in music learning activities on multiple intelligences and learning styles.” was used as the research tool in this study. 536 subjects(first to sixth graders) from a private high school in Hsin-Chu county. Quantitative and qualitative methods were used. The data was analyzed with descriptive statistics(frequency distribution and percentage, mean and standard deviation) and inferential statistics( independent t-test, Pearson’s Product-Moment Correlation analysis).
　　The findings of this study are as the following:
　1.More than fifty percent of students participated in music learning activities. From the data, it is inferred that there is a high ratio of students participating in music learning activities in this school, Furthermore, it also indicated that students participated in music learning activities was not affected by the learning pressure from the entrance examination.
　2.The strong intelligences for high school students who participated in music learning activities were interpersonal intelligence and intrapersonal intelligence. The weak intelligences were bodily-kinesthetic intelligence and spatial intelligence. The advantageous learning styles fell in interpersonal but yet the inferior one was understanding.
　3.Junior high school students participated or non- participated in music learning activities indicated that significant differences in musical intelligence and interpersonal intelligence of multiple intelligences as well as in interpersonal and mastery of learning styles. But senior high school students only showed significant difference in spatial intelligence.
　4.Junior high school students marked positive correlation in musical intelligence, interpersonal intelligence, interpersonal, and mastery. However, senior high school students were only in spatial intelligence.showed negative correlation, but didn’t display correlations in intelligences or learning styles. Based on the findings stated above, the author provided some concrete suggestions for the reference of application in education and future research.