我國自2003年全面實施「九年一貫課程」，以「主題式」做課程統整。「藝術與人文」領域統整了音樂、視覺藝術、表演藝術等學科成為一個領域，亦因為課程的統整，共同編輯成一本「藝術與人文教科書」。然而，不同的學習概念與行為模式，目前於臺北市的許多國小，常由不同專長之教師分別教導，但卻須共用一本教科書。本研究希望透過調查研究的方式，探討臺北市國民小學音樂教師對於藝術與人文教科書中音樂教學內容的使用情形、滿意度與期待。
本研究之母群體為臺北市立國民小學擔任藝術與人文領域中音樂科專任教學的正式教師，以研究者自編之問卷「臺北市國民小學音樂教師使用藝術與人文教科書之調查問卷」為研究工具，進行問卷調查。總計發出問卷295份，回收271份，回收率為91.9%。經檢視問卷資料，刪去不良或作答不完整之問卷共13份，可用問卷為258份，可用率為87.5%。回收之資料以描述性統計、t考驗、卡方考驗、單因子變異數分析等統計方式進行分析。本研究獲得結論如下：
一、使用藝術與人文教科書之情形
（一）使用教學目標比率平均約八成六，顯示教學目標有其參考價值；但領域內的統整比率不高，而領域間統整更不理想。
（二）使用課本音樂教材內容的比率平均約八成九，顯示課本在音樂課的重要性。
（三）音樂教師多為音樂教育科系畢業，具備專業能力，故會使用教師手冊的比率平均僅約六成一，較使用課本音樂教材內容的比率為低。
二、使用藝術與人文教科書中音樂教學內容的滿意度
（一）約七成七音樂教師贊同藝術與人文教科書中音樂的教學目標，顯示教學目標有其參考價值。
（二）音樂教師贊同課本音樂教材內容的比率平均約六成六；但有約九成認為藝文教科書在音樂方面的學習內容與份量不足，必需依據教學需要補充教學內容。
（三）贊同教師手冊的音樂教師比率平均約六成二；但其中有關多元的評量方式、教學方法具備創新的特色、資料有助於補救教學的設計，滿意度均在五成以下。
三、對於藝術與人文教科書中音樂教學內容的期待
（一）對主管教育行政機關之期待，各題贊同的比率平均約七成六，以回到分科編輯教科書佔最高比率。
（二）對出版業界之期待，各題贊同的比率平均約七成五，以研發音樂單冊編輯的教科書佔最高比率。
（三）對學校推動教科書循環使用計劃之期待贊同的比率約七成，顯見音樂教師響應節約資源意願。
貳、建議
一、對主管教育行政機關的建議
（一）從教師使用及適合學生學習的角度能回到分科編輯藝文教科書。
（二）鼓勵出版業界研發音樂電子教科書，能與世界各國的趨勢同步並符合教師教學與學生學習的需要。
（三）同意分項編輯教科書，以符合音樂專科學習。
（四）同意各分項跨年級編輯教科書，增加教科書編輯型式的多樣性。
（五）推動教科書循環使用，響應節約資源。
二、對出版業界的建議
（一）能研發音樂單冊編輯的教科書，以便於音樂教師教學，利於學生進行系統的學習。
（二）能研發學生版音樂電子教科書，與時俱進並符合學生學習的需要。
（三）研發教科書的音樂分項編輯，便於教師教學，並幫助學生更有效掌握學習七個音樂項目的基本知識概念與技巧。
（四）研發教科書的各分項跨年級編輯，突破教科書的編輯型態，幫助學生系統化的學習音樂知識。
（五）研發循環使用的教科書，培養學生愛惜課本及節約資源。
三、對學校的建議
（一）推動教科書循環使用之計劃，響應節約能源。


關鍵詞：音樂教學 教科書使用 藝術與人文教科書

The research on the textbook usage of
the elementary school music teachers in Taipei city

Abstract
The “ Grade 1-9 Curriculum” has been implemented since 2003 in Taiwan. Since then the curriculums have to be integrated according certain core competences. “Arts and Humanities” learning area includes the subjects of music instruction, instruction in the visual and performing arts, and the subjects were integrated into one “Arts and Humanities Textbook”. However, these subjects contain quite different learning concepts and teaching modes. Teachers of different professal subject skills have to teach the same textbooks in Taipei city presently . The study expects to explore the music teachers’using circumstance , satisfaction and expectations toward the music contents of the “Arts and Humanities Textbook” in Taipei city by investigation.
The research takes Taipei city as example. The population is the qualified teachers who teach music courses in the elementary schools of Taipei city. The investigation was carried out with the “The Questionary on the textbook usage of the elementary school music teachers in Taipei city”which edited by the researcher. 295 questionaries were issued, 271 questionaries were returned. The response rate is 91.9%. After deleting 13 uncompleted and invalid questionaries, there are258 valid questionaries. The effective response rate is 87.5%. The attained data are processed via descriptive statistics, t-test, Chi-square test, One-way ANOVA.
Ⅰ. The research concluded as follow:
A. The using circumstance of the “Arts and Humanities Textbook”
(a)The average rate of using teaching goals in the “Arts and Humanities Textbook”is about 86%, which indicates the teaching goals in the “Arts and Humanities Textbook”is worth of reference. But the teaching goals integration rate is not high inter areas, the teaching goals integration rate within area is even lower.
(b) The average rate of using the music learning contents in the “Arts and Humanities Textbook” is about 89%, which indicates the importance of the “Arts and Humanities Textbooks”.
(c)Most teachers majored in music instruction and possess professional knolwedge and skills, so the using rate of teachers’ manuals is about 61%, lower than the using rate of the “Arts and Humanities Textbook”.
B. The satisfaction toward the music learning contents in the “Arts and Humanities Textbook”.
(a)About 77% music teachers approve the teaching goals in the “Arts and Humanities Textbook” , which indicates the teaching goals is worth of reference.
(b)The average satisfaction rate toward the music learning contents in the “Arts and Humanities Textbook” is about 66%, but about 90% teachers agree that the contents and the quantity of music part is not enough, teachers have to add teaching contents according to meet the teaching needs.
(c) The average satisfaction rate toward the teachers’ manuals is about 62%, but the average satisfaction rates toward diversified assessments, innovation of teaching methods, remedial teaching data accessibility are lower than 50%.
C. The expectations toward the music learning contents in the “Arts and Humanities Textbook”
(a)The average rate of the questions on teachers’ expectations toward the government eduaction organizations is about 76%. The hightest rate is on the expectation of editing separated subject textbook.
(b)The average rate of the questions on teachers’ expectations toward the publishers is about 75%, The hightest rate is on the expectation of editing separated subject textbook.
(c)The average approval rate on the textbook recycle projects which promoted by schools is about 70%, which reveals music teachers’will of saving resource.
Ⅱ. Suggestion
A. Suggestions to the government eduaction organizations
(a)To take the usage of teachers and the learning of students into consideration, to revert to edit “Arts and Humanities separated subjects Textbook”
(b)To encourage the publishers to create music digital textbook to keep up with the international trend and to meet the usage of teachers and the learning of students.
(c) To approve to edit “Arts and Humanities separated subjects Textbook” to fit in with the music specialized subject learning.
(d) To approve to edit across-grades “Arts and Humanities separated subjects Textbook”, to increase the diversity of textbooks editions.
(e) To promote textbooks recycle projects to save resource.
B. Suggestions to the publishers
(a) To create “Music Textbook” to facilitate the teaching of teachers and the systematic learning of students.
(b) To create student version music digital textbooks, to keep up with the international trend and to meet the learning needs of students.
(c) To edit “Music separated subjects Textbook” to facilitate the teaching of teachers and to help students to learn the seven music basic conscepts and skills.
(d) To create across-grades“Arts and Humanities separated subjects Textbook”, to innovate textbook editions to help the students learn the systematic knowledges.
(e) To create recyclable textbook to encourage students cherish the books to save resource.
C. Suggestions to the schools
(a)To promote textbook recycle projects to save resource.

Key words: music instruction, textbook usage, Arts and Humanities textbook

目 次

第一章 緒論
第一節 研究動機………………………………………………………… 1
第二節 研究目的與研究問題…………………………………………… 3
第三節 重要名詞釋義…………………………………………………… 4
第四節 研究範圍與限制………………………………………………… 5
第二章 文獻探討
第一節 歐美國小音樂教育之現況與特色……………………………… 7
第二節 九年一貫課程實施前之國小音樂教育………………………… 16
第三節 九年一貫課程實施後之國小音樂教育………………………… 27
第三章 研究方法與實施
第一節 研究方法與構想………………………………………………… 39
第二節 研究對象………………………………………………………… 41
第三節 研究工具………………………………………………………… 46
第四節 研究實施與資料分析…………………………………………… 62
第四章 研究結果分析
第一節 都會區國民小學音樂教師使用藝術與人文教科書之情形…… 65
第二節 都會區國民小學音樂教師使用藝術與人文教科書後之滿意度 99
第三節 都會區國民小學音樂教師使用藝術與人文教科書後之期待… 117
第五章 結論與建議
第一節 結論……………………………………………………………… 125
第二節 建議……………………………………………………………… 128

參考文獻
中文部分…………………………………………………………………… 133
英文部分…………………………………………………………………… 139
附錄
附錄一：問卷初稿（專家效度用）……………………………………… 141
附錄二：正式問卷………………………………………………………… 147
附錄二：問卷統計………………………………………………………… 151