国小音乐教科书各族群歌曲内涵之分析研究

【外文题名】The Study of Analyzing the Ethnic Songs in the Elementary Music Textbooks

【作者】 康琼文

【关键词】 音乐教科书 族群歌曲 多元文化教育

【外文关键词】 music textbook ethnic songs multicultural education

【导师姓名】黄政杰，赖美铃

【学位名称】硕士

【学位年度】暂无

【学位授予单位】暂无

【所属分类】G0

【录入时间】2014-11-17

【全文挂接】 读秀挂接

【摘要】材分布與歌詞內容，並比較不同時期教科書中歌曲內容的差異，從而探討影響教科書歌曲選材與歌詞內容之因素，以及從多元文化教育的角度檢視教科書中是否帶有偏見存在。在研究方法方面，採質量並重的方式以「演唱歌曲來源分布類目表」、「演唱歌曲歌詞內容分析類目表」與「各族群演唱歌曲與欣賞歌曲歌詞內容分析類目表」對教科書進行內容分析與訪問教科書編輯人員，以獲取各項資料的來源，依據資料分析和結果的討論，歸納出以下結論。
壹、解嚴前歌曲選材及歌詞內容頻數分析方面
首先，在演唱歌曲選材方面，國內歌曲的部份以創作歌曲居多，大陸地區之歌曲皆多於台灣本土的歌曲，以便提升對大中國之認同，直到民國六十四年始有改善;在國外歌曲的部份以歐美為中心。其次，在演唱歌曲歌詞內容方面，不同年代的教科書皆反映時代的需要，同時也有許多值得改進之處。此外，在各族群演唱歌曲與欣賞歌曲歌詞內容方面，偏向於民族文化類中的生活勞動類。
貳、解嚴後歌曲選材及歌詞內容頻數分析方面
首先，在演唱歌曲選材方面，合於課程標準之規定國內歌曲皆多於國外歌曲，康軒版、南一版教科書在台灣地區的歌曲選材多於大陸地區;仁林、翰林則反之;國外歌曲的部份趨向於多元的選材，加入亞洲、非洲及澳洲等地區之歌曲。其次，在各族群演唱歌曲與欣賞歌曲歌詞內容方面，在質與量上均較解嚴前對各族群的描述更生動。
參、就解嚴前後各族群歌曲的特色比較
一、解嚴前教科書中各族群歌曲的優點為具有「文學性」和「教育性」，解嚴後則是具有「趣味性」、「本土性」與「教育性」。
二、解嚴前各族群歌曲的缺點為「民族中心」，以歐美音樂作為世界音樂的核心;「消失不見」，由於政治因素使然大中國意識盛行以及教育人員的主觀臆斷導致本土歌曲缺乏;「選材失衡」，主要表現在採譜的困難和課程標準對音感及節奏的限制;「扭曲真實」，主要表現在虛構族群融合時和諧相處的情景;「國家意識」，主要表現在「國家符號」、「愛國情操」、「政治楷模」、「敵意傾向」等方面。
三、解嚴後各族群歌曲的缺點為「漢族中心」，以人口多寡的因素作為歌曲編排的 考量將原住民歌曲以及客家歌曲常被編排於補充歌曲的部份，易流於「附加課程」的型態;「刻板印象」，主要表現在以先入為主的固定印象評判不同的族群，或以漢人的立場對少數族群作價值判斷;「支離破碎」，主要表現在為了避免羅馬拼音的不當使用造成審查未通過的結果，以羅馬拼音出現的歌曲比例偏低以及歌詞僅以羅馬拼音呈現卻未加以釋義;「選材失衡」，主要表現在歌曲編排的問題、採譜的困難以及課程標準對音感及節奏的限制。
四、經過訪談教科書編輯人員所得的相關資料，得知產生種種偏見的原因如下：編輯方面的限制、課程標準的規定、審查方面的問題和以人口多寡作為考量。
根據上述結論，嘗試提出數點建議作為參考：
對於教科書編輯人員的建議，包括編寫教科書時應避免帶有若干族群偏見，並豐富以母語演唱各族群歌曲的補充教材;對於教科書出版社的建議，包括蒐集本土歌曲、鼓勵歌曲創作、建立教材資料庫、擴大編輯成員、廣納教學資源;對於教科書審查單位的建議，包括重建審查制度、修正審查內容等;對於學校層級的建議，包括提升教師教學能力、設置教學資料庫、健全教科書選用制度;對後續研究的建議，包括探討當前其他階段教科書歌曲的內容分析研究，探討解嚴前後國中階段或高中階段各族群歌曲內容的差異，或是探討未來九年一貫課程中「藝術與人文」領域多元文化音樂課程的教材內容。...

【外文摘要】The purpose of this research is to understand the contents of the songs in the music textbooks, which depends on different curriculum standards in 1952, 1962, 1968, 1975 and 1993 during the periods of the abolition of martial law. The research objects comprise the review textbooks printed in 1952 and in 1962, the national textbooks printed in 1968 and in 1975, and the versions of unofficial review textbooks after the time of the abolition of martial law-- Knsh textbooks, Ren-Lin textbooks, Hanlin textbooks, and Nani textbooks(volume 1 - 8). The research categories include the singing songs and the appreciating songs . The main purpose of this research is to explore the distribution and the contents of different ethnic songs , and to discern the difference in the textbooks of different periods . Then we can survey the factors that effect the choosing and the words of songs in textbooks, and see if there is any prejudice in textbooks from the angle of multicultural education. For the part of the research method, the research used the qualitative and quantitative ways, the "Table of the origination of the songs categories" ,"Table of the words of the songs categories" ,"Table of the words of the songs categories" ,"Table of the words of the ethnic singing songs and appreciating songs categories", to analyze the contents of the textbooks and to interview textbook editors. By this way, we also can obtain the source of each data. According to the data and results, we can make some conclusions: Before the time of the abolition of martial law, the songs from Taiwan were almost original writing ones. In order to raise the sense of identifying with the Mainland China, the songs from the Mainland China were more than those from Taiwan, but the condition changed in 1975. The singing songs from foreign countries were focus on those from Europe and American. In the words of singing songs, the textbooks in different ages reflect the needs of times and they also have much to improve. Besides, in the words of singing songs and appreciating songs of different ethnic nations, they leant toward the "working categories" of the "ethnic cultural categories". After the time of the abolition of the martial law, in order to conform to the regulations of curriculum standards in choosing the singing songs, the domestic songs are more than foreign ones. The choosing songs from Taiwan were more than those from the Mainland China in Knsh textbooks and Nani textbooks, but Ren-Lin textbooks and Hanlin textbooks were in the opposite condition. In choosing the singing songs, the multicultural ones and add to the songs from Asian, Africa, Australia. In the words of singing songs and appreciating songs of different ethnic nations, the description of different ethnic nations was more vivid in quality and quantity after the time of the abolition of martial law. About the comparison of the characteristics in different ethnic songs between the periods before and after the abolition of martial law. 1.The advantages of each ethnic songs in textbooks were literary, and educative before the time of the abolition of martial law, but after the time of abolition of martial law, they became interesting , native, and educative. 2.The defects of each ethnic songs before the time of the abolition of martial law are as follows: "Ethnocentrism"-- European and American music were the center of the world music. "Invisibility"-- Because of some political reasons, the ideology of the big China and the educators' subjective judgments led to the lack of Taiwanese songs. "Imbalance"-- It was mainly shown in the difficulties of collecting songbooks and the limit of curriculum standards in musical rhythms and notes. "Distortions"-- It is mainly shown in inventing a fake image that each ethnic nations can get along together peacefully. "The nations identity"--It is mainly shown in "the national symbols", "patriotic sentiment", "the political model", "the feelings of hostility". 3.The...