第六十四輯.第二期 - 2018-06-30

運用芝加哥藝術教育夥伴模式進行音 樂融入兒童英語學習之課程設計與實 施:以增進新住民兒童之學習為焦點

The Curriculum Design and Implementation of Music Infused into Children’s English Learning Project Based on the CAPE Model: Focus on Enhancing the Learning of New-Immigrant Students

作 者:
鄭月秀、吳筱萍 / Yueh-Hsiu Cheng, Hsiao-Ping Wu
關鍵字:
CAPE、芝加哥藝術教育夥伴模式、新住民學童、藝術融入課程 / CAPE model, Chicago Arts Partnership in Education, new- immigrant students, arts infused curriculum
  • 摘要
  • 英文摘要
  • 參考文獻
  • 全文下載
本研究以行動研究法將音樂融入雲林縣G國小六年級假日補救班之英語科教 學,針對三名新住民學童及三名一般學童進行八週的行動教學研究,透過課程計 畫、行動、觀察及反思的過程,完成芝加哥藝術教育夥伴模式進行音樂融入兒童 英語學習的課程設計,以增進新住民兒童之學習成效。根據教學行動研究結果發 現,藝術融入課程有助於刺激新住民學童的學習能力,而音樂融入英語學習的教 學實踐具有提升學童學習語言能力的良好成效。雖然藝術融入課程的功效非短期 可見,但確實有效提升了教師與學生的多元能力,而藝術形式及學科課程的選擇 與學生學習的程度表現則環環相扣。教學團隊從課程規劃的開始,便要進行多方 的溝通、大量的探究及專業的交流才能發揮教學成效的最佳化,形成良好的教學 循環。
This study adopted an action research method to draw on a music-infused English curriculum in a 6th- grade holiday remedial class in G elementary school in Yunlin County. The study investigated the implementation of arts-infused curriculum for 8 weeks for 3 new-immigrant students and 3 native students, through the process of plan, action, observation, and reflection to achieve the curriculum design and implementation of music-infused curriculum into children’s English learning project based on the CAPE Model to enhance the learning outcomes of new-immigrant Students. The results of this action research study indicated that the course design of arts-infused curriculum stimulated the learning ability of new-immigrant students. The curriculum design of music-infused English learning improved learning outcomes. The effect of arts infused curriculum was not a short-term outcome, but with effective enhancement of teachers and students’ diverse abilities. The selection of art form and subject course are intertwined with the degree of student learning outcomes. Multi-party communication, numerous inquiry and professional exchanges could optimize the effectiveness of teaching. Hence, the arts-infused curriculum could effectively form a good teaching cycle.

中華民國內政部移民署(2015)。營造友善移民環境,加強培力新住民二代。取自http:// www.tynews.com.tw/news.php?action=show&nid=167790 

[National Immigration Agency. (2015). Create a friendly environment for immigrants and strengthen the second generation of new resident. Retrieved from http://www.tynews.com. tw/news.php?action=show&nid=167790] 

中華民國內政部移民署(2016)。統計資料—1055。取自http://goo.gl/uvnm72 [National Immigration Agency. (2016). Statist data: 2016.05. Retrieved from http://goo.gl/uvnm72]

吳筱萍、鄭月秀(2015)。藝術融入課程之個案研究— 以繪畫與音樂為例。國際藝術教育學刊,13(1),163-220

[Wu, H.-P., & Cheng, Y.-H. (2015). The case study of two types of arts infused curriculum: Painting and music. The International Journal of Education, 13(1), 163-320.] 

范雅筑(2010)。音樂融入國中英語口說教學之行動研究(未出版之碩士論文)。國立臺北藝術大學,臺北市。

[Fan, Y.-C. (2010). An action research of applying music elements on English oral speaking teaching (Unpublished master’s thesis). Taipei National University of the Arts, Taipei, Taiwan.] 

張華芸(2001)。培育未來人才,藝術不能缺席。天下雜誌,2001年教育特刊(海闊天v美的學習)106-110

[Chang, H.-Y. (2001). Arts cannot absence from cultivating future talent. CommonWealthSpecial Issue (Wide sea and sky V Aesthetes learning), 106-111.] 

教育部(2004)。藝術教育政策白皮書。取自 http://ebooks.lib.ntu.edu.tw/1_file/arte/120103/128.pdf

[Ministry of Education. (2004). White paper of education policy. Retrieved from http://www.ebooks.lib.ntu.edu.tw/1_file/arte/120103/128.pdf] 

教育部(2008a)。國民中小學九年一貫課程綱要語文學習領域(二)英語。取自http://www.teach.eje.edu.tw/9CC2/9cc_97.php

[Ministry of Education. (2008a). Nine years of national primary and secondary curriculum curriculum-Language learning. Retrieved from http://www.teach.eje.edu.tw/9CC2/9cc_97. php] 

教育部(2008b)。國民中小學九年一貫課程綱要藝術與人文學習領域。取自http://www.teach.eje.edu.tw/9CC2/9cc_97.php

[Ministry of Education. (2008b). Nine years of national primary and secondary curriculum curriculum-Art and humanities learning. Retrieved from http://www.teach.eje.edu.tw/9CC2/9cc_97.php] 

教育部(2012)。國民中小學九年一貫課程綱要。取自http://www.teach.eje.edu.tw/9CC2/9cc_97.php

[Ministry of Education. (2012). Nine years of national primary and secondary curriculum curriculum. Retrieved from http://www.teach.eje.edu.tw/9CC2/9cc_97.php] 

教育部(2014)。多元文化— 新住民課程核心綱要。取自http://www.kidedu.ntpc.edu.tw/ezfiles/0/1000/attach/38/pta_6902_3179937_36948.pdf

[Ministry of Education. (2014). Multiculturalism- Core compendium of new citizens’ courses. Retrieved from http://www.kidedu.ntpc.edu.tw/ezfiles/0/1000/attach/38/pta_6902_3179937_36948.pdf] 

教育部(2016)。104學年新住民子女就讀國中小人數分布概況統計。取自http://www.stats.moe.gov.tw/files/analysis/son_of_foreign_104.pdf

[Ministry of Education. (2016). Statistics on the distribution of number of newly-born children enrolled in national high school and national primary school in 104th Academic Year.Retrieved from http://stats.moe.gov.tw/files/analysis/son_of_foreign_104.pdf] 

陳巧雲(2011)。音樂遊戲提升新台灣之子語言能力之研究(未出版之碩士論文)。國立臺北教育大學,臺北市。

[Chen, C.-Y. (2011). Using music game to improve the new Taiwanese children’s language ability (Master’s thesis). National Taipei University of Education, Taipei, Taiwan.] 

鄭月秀(2012)。運用芝加哥模式之網路藝術教學:以國小四年級社會學習領域為例。 教育研究集刊,58(4),1-50。 

[Cheng, Y.-H. (2012). CAPE model integrated with net-arts: An application research of fourth- grade social studies. Bulletin of Educational Research, 58(4), 1-50.] 

Arts Council England. (2004). The impact of the arts: Some research evidence. London, UK: Arts Council England. 

Arts Education Partnership. (2001). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education Partnership. 

Arts Education Partnership. (2006). Making a case for the arts: How and why the arts are critical to student achievement and better schools. Washington, DC: Arts Education Partnership. 

Arts Education Partnership. (2015). 2015 state of the states. Retrieved from http://goo.gl/ WnMLFX 

ArtsSmarts. (2009). ArtsSmarts: Annual report 2008. Retrieved from http://www.artssmarts.ca/ en/about-us/about-us.aspx 

Asaba, M., & Marlowe, J. P. (2010). Language through tunes, lyrics, and technology. In A. M. Stoke (Ed.), JALT 2009 Conference Proceedings (pp. 352-358). Tokyo, Japan: JAtT. 

Catterall, J., & Waldorf, L. (1999). Chicago arts partnerships in education summary evaluation. In E. Fiske (Ed.), Champions of change: The impact of the arts on learning (pp. 47-62). Washington, DC: The Arts Education Partnership and The President’s Committee on the Arts and the Humanities. 

Cheng, Y. H., Chou, W. S., & Cheng, C. W. (2014). The research of teachers’ receptivity for arts infused curriculum in Taiwan. International Journal of Art & Design Education, 33(1), 55- 74. 

Chicago Arts Partnership in Education. (2008). 2007-2008 CAPE annual report. Retrieved from http://www.capeweb.org/wp-content/uploads/2011/05/cape_annual08.pdf 

Chicago Arts Partnership in Education. (n.d.a). Arts integration. Retrieved from http://www.goo. gl/S4gRio 

Chicago Arts Partnership in Education. (n.d.b). Formal research ndings. Retrieved from http://www.goo.gl/oYom5M

Chicago Arts Partnership in Education. (n.d.c). Our research methodology. Retrieved from http://www.capeweb.org/core-strategies

Coutts, G., Soden, R., & Seagraves, L. (2009). The way they see it: An evaluation of the arts 

across the curriculum project. International Journal of Art & Design Education, 28(2), 194-206.

DeMoss, K., & Morris, T. (2002). How arts integration supports student learning: Students shed light on the connections. Chicago, IL: Chicago Arts Partnerships in Education.

Fiske, E. B. (1999). Champions of change: The impact of the arts on learning. Washington, DC: The Arts Education Partnership and The President’s Committee on the Arts and the Humanities.

Garza, T. J. (1994). Beyond MTV: Music videos as foreign language text. Journal of the Imagination in Language Learning, 1(2), 106-110.

Government of South Australia. (2007). ARTSsmart: A strategy for arts education in south Australian schools and preschools 2003-2006. Retrieved from http://www.artssmart.sa.edu.au

LaJevic, L. (2013). Art integration: What is really happening in the elementary classroom?Journal for Learning  through the Arts, 9(1), 1-28.

Medina, S. L. (2002). Using music to enhance second language acquisition: From theory to practice. In J. Lalas & S. Lee (Eds.), Language, literacy, and academic development for English language learners (pp. N/A). Boston, MA: Pearson Education

National Arts Council Singapore. (2009). Renaissance city report iii. Singapore: Ministry of Information, Communications and the Arts.

Rabkin, N., & Redmond, R. (2006). The arts make a difference. Educational Leadership, 5(2), 60-64.

Ruppert, S. (2006). Critical evidence: How the arts bene t student achievement. Washington, DC: National Assembly of State Arts Agencies.

U.S. Department of Education. (2012). Prepared Remarks of U.S. Secretary of Education Arne Duncan on the Report, “Arts Education in Public Elementary and Secondary Schools: 2009-10”. Retrieved from http://www.goo.gl/Qlmscu

page38image5777568