| 摘要: | 本研究以筆者所教學的台南市麻豆區品貝坊音樂教室中49個個案為主要研究對象，為六年間個別課教學的學生( 2014~2021)，包含從未學習過及曾跟著其他老師學習過的學習者，年齡層由五足歲橫跨至成年人的學習者。研究方法則是運用民族誌記錄方法來資料蒐集、觀察分析個案和進行教學實驗方法(選擇合適教學策略及評估調整)。研究目的主要為了瞭解神經語言程式學(NLP，Neuro-linguistic programming)部分概念運用在個別音樂教學上的效果。 在筆者的研究中，藉由NLP其中12個最基本的假設前提為基礎概念及四類型特徵(聽覺型、視覺型、觸覺型及思考型)，及筆者自行歸類的四類學習類型 (資質優主動型、資質優被動型、資質普通主動型、資質普通被動型)。在49個個案研究中先使用皮亞傑認知發展理論將所有個案做初步的認知發展階段的分類，以便之後觀察具有相同特徵和學習類型的個案，在不同認知階段是否要選擇不同的教學策略。在研究中可以發現主要有至少16種可能性 (四類特徵×四類學習類型)，也可以看出NLP部分概念使用的有效性是不完全受認知發展階段所影響。針對這主要16種學習者特質的組合，透過筆者自身教學實驗、評估學習者音樂上和學習態度上的進步情形，和家長及個案正向的言詞回饋，可以歸納出六種不同的有效教學策略。
This research focuses on 49 cases in Pinbeifang Music School in Madou District, Tainan City taught by the author. It is for students who have been taught in individual lessons for six years (2014~2021), including those who have never studied before and have followed other teachers. The age group of learners who have studied spans from five-legged to adult learners. The research method is to use ethnographic writing to collect data, observe and analyze cases, and conduct teaching experiments (choose appropriate teaching strategies and evaluate adjustments). The purpose of the research is to understand the effects of some concepts of Neuro-linguistic programming (NLP) in individual music teaching. In this research, the basic concept I combine comes from four types of features (auditory, visual, tactile, and thinking) adapted from the 12 most basic assumptions of NLP, and four types of learning ways that the author categorizes (excellent quality with active type, excellent quality with passive type, normal quality with active type, normal quality with passive type). In the 49 case studies, Piaget's cognitive development theory was used to classify all cases in the initial stages of cognitive development, so that cases with the same characteristics and learning types were observed later, and whether to choose different teaching strategies at different cognitive stages. In the research, it can be found that there are mainly at least 16 possibilities (four types of features × four types of learning types), and it can also be seen that the effectiveness of some concepts of NLP is not completely affected by the stage of cognitive development. Aiming at the combination of these 16 main learners' characteristics, through the author's own teaching experiments, assessing the progress of learners in music and learning attitude, and the positive verbal feedback of parents and cases, six different effective teaching strategies can be summarized. |
