Dissertation/ Thesis
The Manipulation of Music Games on Class Regulations
| العنوان: | The Manipulation of Music Games on Class Regulations |
|---|---|
| Alternate Title: | 以音樂遊戲管理技巧協助班級常規經營的研究─以國小一年級為例 |
| المؤلفون: | 林宜蓁 |
| Thesis Advisors: | 陳淑文 |
| سنة النشر: | 2013 |
| المجموعة: | National Digital Library of Theses and Dissertations in Taiwan |
| الوصف: | 101 This study investigated the effects of music games on class regulations of first-grade elementary school students. Three categories, “rhythm,” “singing,” and “movement” were classified according to Dalcroze, Kodaly, and Orff’s teaching goals and strategies. “Rhythm” strategy was further classified into “speech rhythm” and “body rhythm.” These strategies were applied to first-grade students’ music class. The action research was conducted for eight weeks, sixteen periods of class. The collected data included the class regulation table, the strategy-used class regulation table, music class videos, the collaborative teacher’s teaching videos, interviews with the collaborative teachers, interviews with the students, and teaching diaries. The data were analyzed to see if the strategies of music games were positively beneficial to students’ class regulations and were able to improve their inattentive behavior. Furthermore, the design and features of the music games were explored. The results were as follows. 1. The “rhythm” strategy was better than other strategies. In addition, the “body rhythm” was better than the “speech rhythm.” 2. The applications of students’ familiar songs, rhythms, games, and the action expected by the teachers were beneficial to students’ learning. 3. The interaction between the teacher and the students were able to enhance the effects of the strategies. 4. The strategy of “speech rhythm” were better for students when the teacher’s last spoken word was the fourth tone and when the last beat of the rhythm was longer or was a rest. 5. First-grade students liked singing and it was helpful to their learning because of the breath management. 6. The strategy of “speech rhythm” could be adjusted based on teachers’ needs. Students’ reading-aloud together could inspire their enthusiasm. 7. The strategy of “body rhythm” could protect teachers’ vocal cords and make students attentive through the body movement. 8. The strategy of “movement” could entertain students and help them stretch their bodies after sitting for a long time. The teachers could thus design various activities suitable for different places. Some suggestions for the teachers, strategies design, strategies application, and future research were offered at last based on the results and reflections of this study. Keywords: music games, class regulations |
| Original Identifier: | 101NHCT5248026 |
| نوع الوثيقة: | 學位論文 ; thesis |
| وصف الملف: | 158 |
| الاتاحة: | http://ndltd.ncl.edu.tw/handle/31356878496639568249 |
| رقم الانضمام: | edsndl.TW.101NHCT5248026 |
| قاعدة البيانات: | Networked Digital Library of Theses & Dissertations |
| الوصف غير متاح. |