English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 88657/118248 (75%)
Visitors : 23503865      Online Users : 186
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/123240
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/123240


    Title: 高中生音樂創造力及學習動機之教學研究
    Music creativity and learning motivation of high school students
    Authors: 劉思遙
    Liu, Si-Yao
    Contributors: 詹志禹
    Zhan, Zhi-Yu
    劉思遙
    Liu, Si-Yao
    Keywords: 音樂創造力
    基本心理需求
    學習動機
    Music creativity
    Basic psychological needs
    Learning motivation
    Date: 2019
    Issue Date: 2019-05-02 14:46:24 (UTC+8)
    Abstract: 本研究在基本心理需求理論的背景下探討高中生的音樂創造力,首先在文獻探討的基礎上就音樂創造力的內涵與外延進行整合,發展出能夠滿足學生基本心理需求的「BPNT音樂創造力課程」以及測量工具;其次,透過準實驗探究此課程對學生基本心理求、學習動機以及音樂創造力的促進效果;最後,通過量化方法澄清基本心理需求、學習動機與音樂創造力之間的關係。
    研究得出以下結論:
    一、「BPNT音樂創造力課程」能夠更好的滿足學生的基本心理需求。
    二、通過教師自主感支持的教學,學生自主感可以得到提升,自主感可以正向預測學習動機。
    三、通過教師關聯感支持的教學,學生關聯感可以得到提升,關聯感可以正向預測學習動機。
    四、學生的學習動機可以正向預測音樂創造力表現。
    五、基本心理需求可以通過學習動機間接預測音樂創造力表現。

    在此基礎上提出建議,供課程與教學之用並為後續研究提供參考。
    This study explores the music creativity of senior high school students under the background of basic psychological needs theory. Firstly, it integrates the connotation and extension of music creativity on the basis of literature discussion, and develops research tools. Secondly, it explores the effect of experimental courses on students' basic psychological need satisfaction, learning motivations and music creativity. Finally, through quantitative methods were applied to clarify the relationships among basic psychological needs, learning motivation and musical creativity. The conclusions are as follows:
    1、The "BPNT Music Creativity Course" can raise the basic psychological needs of students.
    2、Sense of autonomy can be improved by teacher’s autonomy support , and can positively predict learning motivation.
    3、Sense of relatedness can be improved by teacher’s relatedness support, and can positively predict learning motivation.
    4、Student's learning motivation can positively predict performance of music creativity.
    5、Basic psychological needs can indirectly predict the performance of music creativity through learning motivation.
    On this basis, suggestions are made for curriculum and teaching, and for follow-up research.
    Reference: 中文部分
    王美鶯(譯)(2002)。音樂認識與欣賞。(原作者:Roger Kamien)臺北:麥格羅希爾國際股份有限公司 台灣分公司。
    中華人民共和國教育部(2017)。普通高中音樂課程標準(2017年版)。北京:人民教育出版社。
    冯忠良,伍新春,姚梅林&王健敏(2010)。教育心理学。 北京:人民教育出版社。
    吳明隆&涂金堂(2005)。SPSS 與統計應用分析。台北:五南圖書出版股份有限公司。
    吳明隆(2006)。SPSS 統計應用學習實務─ 問卷分析與應用統計 (三版)。 臺北市: 知城數位科技。
    吳明隆(2009)。結構方程模型: AMOS 的操作與應用。重慶:重慶大學出版社。
    吳靜吉(2003)。創造力的評量─4P觀點。論文發表於創意教師行動研究成長營。澎湖市:國立澎湖技術學院。
    李文瑞(1990)。介紹激發學習動機的ARCS模型(阿課思)教學策略。台灣教育,(479), 22-24。
    李重光(2004)。基本樂理通用教材 (Vol. 43)。北京: 高等教育出版社。
    李傑(2009)。音樂意象加工水平研究 (未出版之博士論文)。重慶:西南大學。
    林小玉(2001)。由音樂藝術之本質探討多元評量於音樂教學之意涵與實踐.音樂藝術學刊,(1),61-88。
    林小玉(2005)。“邁向藝術” 課程模式應用於國小五年級學童編曲創作知能之研究。 藝術教育研究, (10), 87-126。
    林育沖(2011)。樂高設計教學影響國小學生科技學習成效之實驗研究(未出版之博士論文)。 國立臺灣師範大學,臺北 , 1-293。
    林偉文(2011)。創意教學與創造力的培育-以 [設計思考] 為例。教育資料與研究雙月刊, 第一百期, 53-57。
    林崇德(1995)。高中生心理學。台北:五南圖書出版股份有限公司。
    林淑芳(2009)。兒童音樂創造思考教學之研究-理論與實務.育達科大學報 5 91-120。
    邱皓政 (2006)。量化研究與統計分析。台北:五南圖書出版股份有限公司。
    保羅•欣德米特(1983)。作曲技法 。北京:人民音樂出版社,153頁。
    范俭民(1990)。 音乐教学法。台北: 五南圖書出版股份有限公司。
    徐秀娟(2006)。台灣音樂學生外在動機的內化與自我決定知覺的學習關係探討。國民教育研究學報,第17期:25-53。
    郝曉睿, & 楊正宇(2016)。青少年音樂學習過程中心理動機分析及引導對策. 西南師範大學學報(自然科學版), 41(3), 188-191。
    高天(2011)。接受式音樂治療方法。北京:中國輕工業出版社。 201(1), 9.
    商光亞(2010)。簡述三位古典大師海頓、莫扎特、貝多芬的不同創作風格. 文教資料, (4), 91-92。
    張丹慧, 符定夢, 劉紅雲, & 劉魯曼(2018)。 學生感知教師自主支持對學生學業成績的影響: 自主心理需要, 內部動機的中介作用。教師教育研究,(1),12。
    許冰(2012)。 愛德溫· 戈登音樂教學理論研究(未出版之博士論文)。福建師範大學,福州。
    郭美女(2000)。聲音與音樂教育。台北:五南圖書出版股份有限公司,p198。
    陳中華(2012)。和聲的定義。上海音樂學院學報,(1) 121-125。
    陳琦&劉儒德(2011)。教育心理學。北京:高等教育出版社。
    陳寬裕, 王正華(2010)。結構方程模型分析實務: AMOS 的運用。台北:五南圖書出版股份有限公司。
    陳龍安(2006)。創造思考教學的理論與實際 (六版)。台北: 心理出版社有限 公司。
    彭冉齡(2001)。普通心理學。北京: 北京師範大學出版社。
    斯波索賓(1991)。和聲學教程。 北京:人民音樂出版。
    曾遂今(2014)。音樂傳播學理論教程。北京:中国传媒大学出版社。
    程建平(2000)。論音樂思維的特殊性。黃鐘: 武漢音樂學院學報, (S1)。
    程建平(2012)。音樂思維的本體研究指向和外延效用。中國音樂教育,(12),31-34。
    馮效剛(2002)。音樂批評導論。合肥:安徽文藝出版社。
    黃芳銘(2004)。社會科學統計方法學——結構方程模式。台北:五南圖書出版股份有限公司。
    喻意(2017)。在即興創作教學中發展學生的創造力。中國音樂教育, (6), 24-29。
    楊滿年 (2005)。 論聲樂表演中的二度創作。 中國音樂, 3(9), 165-166。
    楊玉芳(譯)(2012)。音樂、語言與腦。(原作者:Aniruddh D . Patel)。上海:華東師範大學出版社
    楊治良(2007)。簡明心理學辭典。上海:上海辭書出版社, 89頁
    葉麗琴(2010)。不同休閒活動型式心理需求, 動機與行為結果關係之研究 (未出版之博士論文)。國立體育大學,臺北。
    詹志禹(2002)。影響創造力的相關因素──從小學教育環境與脈絡來考量。學生輔導月刊,79,32-47。
    詹志禹(2004)。臺灣發明家的內在動機、思考取向及環境機會:演化論的觀點。教育與心理研究,27(4),775-806。
    鄒本初(2000)。歌唱學: 沈湘歌唱學體系研究。北京:人民音樂出版社。
    廖力緯(2012)。音樂視覺化, 視覺音樂化之轉化創作-以音, 色共感覺聯想創作為例(未出版之碩士論文)。崑山科技大學,台南。
    劉沛(2011)。美國學校音樂教育概況。上海:上海教育出版社。
    劉沛(2015)。“聽想”:愛德溫·戈登音樂教育思想的根基及其意義。中國音樂教育, (2), 4-6。
    劉政宏, 黃博聖, 蘇嘉鈴, 陳學志, & 吳有城(2010)。[國中小學習動機量表] 之編製及其信, 效度研究。測驗學刊, 57(3), 371-402。
    潘世尊(2010)。學生評量教師教學問卷之修訂─一所私立科技大學的自我探究。 教育理論與實踐學刊, (21), 111-143。
    蔡振家(2013)。音樂認知心理學.。台灣:國立臺灣大學出版中心。
    羅淩(2012)。音樂即興創造教學現狀調查與對策研究。民族音樂, (1), 112-114。
    羅藝峰(1995)。中國音樂的意象美學論綱。交響: 西安音樂學院學報, (2), 4-9。
    蘇郁惠(2003)。 兒童音樂性向發展與音樂環境關係之探討。新竹師院學報, 第十六期,265-292。
    西文部分
    Amabile, T. M. (1988). A model of creativity and innovation in organizations. Research in organizational behavior, 10(1), 123-167.
    Bangs, R. L. (1992). An application of Amabile's model of creativity to music instruction: A comparison of motivational strategies. Unpublished doctoral dis- sertation, University of Miami, Coral Gables, Florida
    Bollen, K., & Long, J. S.(1993). Testing structural equation models. Newbury Park, CA: Sage.
    Byrne, C., MacDonald, R., & Carlton, L. (2003). Assessing creativity in musical compositions: Flow as an assessment tool. British Journal of Music Education, 20(3), 277-290.
    Bentler, P. M., & Wu, E. J. C. (1993). WQS/Windows user’s guide. Los Angels:
    BMDP Statistical Software.
    Coleman, S. N. (1922). Creative Music for Children: A Plan of Training Based on the Natural Evolution of Music, Including the Making and Playing of Instruments, Dancing--singing--poetry. New York: GP Putnam's Sons
    Csikszentmihalyi, M. (1996). Flow and the psychology of discovery and invention (Vol. 56, p. 107). New York: Harper Collins.
    Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., ... & Ryan, R. M. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216-236.
    Chirico, A., Serino, S., Cipresso, P., Gaggioli, A., & Riva, G. (2015). When music “flows”. State and trait in musical performance, composition and listening: a systematic review. Frontiers in psychology, 6, 906.
    Deci , E. L. , & Ryan , R. M. ( 2002 ). Self - determination research: Reflections and future directions . In E. L. Deci & R. M. Ryan (Eds.), Handbook of self - determination theory research (pp. 431 – 441 ). Rochester, NY : University of Rochester Press .
    Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology/Psychologie canadienne, 49(1), 14.
    Deci, E. L. Schwartz, AJ, Sheinman, L., & Ryan, RM (1981). An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642-650.
    Deci,E.L.,&Ryan,R.M.(1985).Intrinsic motivation and self-determination in human behavior.New York:Plenu Press.
    Deliège, I., & Wiggins, G. (2006). Musical creativity multidisciplinary research in theory and practice. Hove, UK, and New York, NY: Psychology Press, 2006
    Dobson, M. C. (2010). Performing your self? Autonomy and self-expression in the work of jazz musicians and classical string players. Music Performance Research, 3.
    Evans, P. (2015). Self-determination theory: An approach to motivation in music education. Musicae Scientiae, 19(1), 65-83.
    Faye, C.& Sharpe, D. (2008). Academic motivation in university: The role of basic psychological needs and identity formation. Canadian Journal of Behavioural Science, 40(4), 189.
    Gordon, E. E. (1989). Audiation, music learning theory, music aptitude, and creativity. In J. W. Richmond (Ed.), The Proceedings of the Suncoast Music Education Forum on Creativity (pp. 75-89). Tampa, FL: The University of South Florida
    Gordon, E. (1999). All about audiation and music aptitudes: Edwin E. Gordon discusses using audiation and music aptitudes as teaching tools to allow students to reach their full music potential. Music Educators Journal, 86(2), 41-44.
    Gordon, E. (2003). Learning sequences in music: Skill, content, and patterns: A music learning theory. Gia Publications.
    Gordon, E. (2007). Learning sequences in music: A contemporary music learning theory. GIA Publications.15-18
    Gordon, E. (2011). Untying gordian knots. GIA Publications, Incorporated.
    Guilford, J. P. (1956). The structure of intellect. Psychological bulletin, 53 (4), 267.
    Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experience through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16, 26-36. doi: 10.1016/j.psychsport.2014.08.013
    Hamilton, B. L. (1977). An empirical investigation of the effects of heterogeneous regression slopes in analysis of covariance. Educational and Psychological Measurement, 37(3), 701-712.
    Hickey, M. (2001). An application of Amabile's consensual assessment technique for rating the creativity of children's musical compositions. Journal of Research in Music Education, 49(3), 234-244.
    Hickey, M. (2009). Can improvisation be ‘taught?: A call for free improvisation in our schools. International Journal of Music Education, 27(4), 285-299.
    Hunter, P. G., & Schellenberg, E. G. (2010). Music and emotion. In M. R.Jones, R. R. Fay, & A. N. Popper (Eds.),Music perception(pp. 129–164). New York: Springer.
    Jørgensen, H. (2002). Instrumental performance expertise and amount of practice among instrumental students in a conservatoire. Music Education Research, 4, 105–119.
    Juslin, P. N., Liljeström, S., Va ̈stfja ̈ll, D., & Lundqvist, L. (2010). How does music evoke emotions? Exploring the underlying mechanisms. InP. N. Juslin, &. J. A. Sloboda (Eds.),Handbook of music and emotion:Theory, research, applications(pp. 605– 642). New York: Oxford University Press.
    Juslin, P. N., & Sloboda, J. (Eds.). (2011). Handbook of music and emotion: Theory, research, applications. Oxford University Press.
    Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of general psychology, 13(1), 1-12.
    Kaufman, J. C., & Sternberg, R. J. (Eds.).(2010). The Cambridge handbook of creativity. Cambridge University Press.
    Kratus, J. (1995). A developmental approach to teaching music improvisation. International Journal of Music Education, (1), 27-38.
    Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
    MacDonald, R., Byrne, C., & Carlton, L. (2006). Creativity and flow in musical composition: An empirical investigation. Psychology of Music, 34(3), 292-306.
    Menuhin, Y. (1972). Musicology vs. Performance. Current Musicology, (14), 142.
    Parker, R. E. (1985). Small-group cooperative learning—Improving academic, social gains in the classroom. Nassp Bulletin, 69(479), 48-57.
    Patel, A. D. (2010). Music, language, and the brain. Oxford university press.
    Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. Advances in motivation and achievement, 6, 117-160.
    Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Prentice Hall.
    Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667.
    Rebuschat, P., Rohrmeier, M., Cross, I., & Hawkins, J. A. (Eds.). (2012). Language and music as cognitive systems. Oxford University Press.
    Reeve, J., Ryan, R. M., Deci, E. L., & Jang, H. (2008). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. Motivation and self-regulated learning: Theory, research, and applications, 223-244.
    Renwick, J. M., & McPherson, G. E. (2002). Interest and choice: Student-selected repertoire and its effect on practising behaviour. British Journal of Music Education, 19(2), 173-188.
    Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42(7), 305-310.
    Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of personality, 63(3), 397-427.
    Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
    Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
    Schmidt, C. P. (2005). Relations among motivation, performance achievement, and music experience variables in secondary instrumental music students. Journal of Research in Music Education, 53(2), 134-147.
    Simonton, D. K. (2001). Emotion and composition in classical music: Historiometric perspectives. In P. N. Juslin & J. A. Sloboda (des) Music and emotion: Theory and research (pp. 205-22). Oxford: Oxford University Press
    Smith, B. P. (2005). Goal orientation, implicit theory of ability, and collegiate instrumental music practice. Psychology of Music, 33, 36–57.
    Scherer, K. R., & Zentner, M. R. (2001). Emotional effects of music:Production rules. In P. N. Juslin & J. A. Sloboda (Eds.),Music andemotion: Theory and research(pp. 361–392). New York: Oxford Uni-versity Press
    Stephens, G. (1983). The use of improvisation for developing relatedness in the adult client. Music therapy, 3(1), 29-42.
    Vlachopoulos, S. P., & Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness in exercise: The Basic Psychological Needs in Exercise Scale. Measurement in physical education and exercise science, 10(3), 179-201.
    Webster, P. R. (1977). A factor of intellect approach to creative thinking in music (Doctoral dissertation, University of Rochester, Eastman School of Music, Rochester, NY). Dissertation Abstracts International, 38(6), 3136A.
    Webster, P.R. (1987). Refinement of a measure of creative thinking in music. In C. Madsen & C. Prickett (Eds.). Applications of research in music behavior (pp. 257-271). Tuscaloosa: University of Alabama Press.
    Webster P. R. (1989). Creative thinking in music: The assessment question. Paper presented at theSuncoast Music Education Forum, Miami, FL.
    Webster, P. R. (1990). Creativity as creative thinking. Music Educators Journal, 76(9), 22-28
    Webster, P.R(1994). Measure of Creative Thinking in Music-II (MCTM-II). Administrative Guidelines. Unpublished manuscript, Northwestern University, Evanston, IL. Retrieved from http://pasdprofessionaldevelopment.wikispaces.com/file/view/05WebsterMCTMI I.pdf/345408594/05WebsterMCTMII.pdf
    Webster, P.R (2002) Creative thinking in music: Advancing a model. In T. Sullivan & L. Willingham (Eds.). Creativity and music education (pp. 16-34). Edmonton, AB, Canada: Canadian Music Educators Association.
    Wilson, P. M., & Rodgers, W. M. (2004). The relationship between perceived autonomy support, exercise regulations and behavioral intentions in women. Psychology of Sport and Exercise, 5(3), 229-242.
    Wolfe, E. W. & Linden, K. W. (1991). Investigation of the relationship between intrinsic motivation and musical creativity. Retrieved from ERIC database. (ED351370).
    Wu, Y. W. B. (1984). The effects of heterogeneous regression slopes on the robustness of two test statistics in the analysis of covariance. Educational and Psychological Measurement, 44(3), 647-663.
    Description: 博士
    國立政治大學
    教育學系
    105152519
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0105152519
    Data Type: thesis
    DOI: 10.6814/DIS.NCCU.EDU.002.2019.F02
    Appears in Collections:[教育學系] 學位論文

    Files in This Item:

    File SizeFormat
    251901.pdf2116KbAdobe PDF0View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback