第五章 結論與建議
第二節 建議
本研究根據教學實驗所獲得之分析結果，提出下列建議以供音樂創作教學及 未來研究之參考。
壹、對音樂創作教學之建議
本研究給予音樂創作教學之建議，包括：(1)增強學生音樂美學之能力；(2) 考慮城鄉差異；(3)透過 5E 學習環教學步驟與資訊科技進行音樂創作教學，分述 如下：
一、增強學生音樂美學之能力
由於本教學實驗結果顯示國小三年級與五年級學生之音樂創作美學能力偏 低，建議教師在進行音樂課程設計時，可針對美學的部分加以安排教學活動，例 如：美的判斷－引導學生用聲音思考，進行美感判斷，讓學生透過創作自己的作 品和詮釋音樂的經驗中「發現音樂感覺」(謝苑玫, 2005)。
二、考慮城鄉差異
由於本研究之研究對象為國小學生，因考慮電腦軟硬體之妥善性故選取臺北 市市區之國小學生為研究樣本。然而，在其他偏遠或鄉下地區，各方面之軟硬體 設備或許較為不足，因此，若要將資訊科技融入音樂創作教學需加以斟酌。另外，
通常市區的學校，學樂器的學生比例較高，而鄉下學校，有學樂器的學生在比例 上自然少很多，這些都很可能直接影響學生的學習意願和動機，教師進行教學 前，要將城鄉差異列入考量(吳意容, 2006)。
三、透過 5E 學習環教學步驟與資訊科技進行音樂創作教學
由於本研究驗證了實施 5E 學習環教學步驟進行音樂創作教學之可行性，教 師可依照 5E 學習環教學步驟設計音樂創作活動的教學課程。對於年級較低的孩 童，由於電腦及音樂先備知識與技能較低，教學活動上應搭配教師的教學示範，
將示範的比例增加，探索的比例減少，如電腦教學常見之「教師示範-學生實作」
(康嫻純, 2005)，以避免孩童從實作探索中感到挫敗而導致內在動機降低，且示範 可提升創作層次(朱富榮, 2006)；對於年級較高的孩童，因已具備基礎的電腦及音 樂先備知識與技能，在教學活動上可讓孩童直接從實作探索中發現自己獨立創作 的能力，以增加對音樂創作的自信心，減少對音樂相關考試之焦慮程度。
貳、對未來研究方向之建議
本研究針對未來研究方向之建議，包括：(1)研究對象的延伸；(2)音樂創作任 務的多元化；(3)教學實驗時間的延長；(4)其他電腦音樂編輯軟體的選擇，分述如 下：
一、研究對象
因研究上人力、物力及時間等的限制，本研究僅選取臺北市某一國小三年級 與五年級學生作為研究樣本，進行教學實驗。在未來的研究上，可考慮將研究對 象擴展至其他縣市鄉鎮，亦可考慮其他國小年級的學生，並延伸至不同階段的學 生，例如：國中、高中、大學、研究所等，甚至是成人。如此將有助於了解其他 不同年齡層的學習者，對 5E 學習環教學步驟輔以資訊科技融入音樂創作教學的 教學實驗反應，讓教學者或課程設計者能針對不同階段之學習者設計適切的音樂 創作教學活動，以利每個階段的學習者進行音樂創作學習。
二、音樂創作任務
本研究在音樂創作任務上給予學習者自由發揮的機會，讓學習者自由創作自 己喜歡的創作類型和主題，而創作作品亦依據學習者自己所訂定之創作主題給予 作品評分。然而，Hickey (1999)提及教師應提供各種不同類型的音樂創作任務，
使所有學習者皆有成功體驗音樂創作的機會，因為有些學生認為具規定的創作任 務較為簡易，而有些學生則較偏好於未具太多規定的創作任務，因此會影響學生 的音樂創作表現。建議在未來的研究中，可將音樂創作任務分為數個，例如：不 具限制的、具少許限制的、具較多限制的等，讓學生能針對不同類型的任務進行
創作，研究者可從學生在每個不同類型的音樂創作作品中分別進行評分，再從中 探討學生在不同的音樂創作任務中的音樂創作表現情形。
三、教學實驗的時間
因研究上人力、物力及時間等的限制，本研究以兩節課，共 80 分鐘，進行 教學實驗。建議未來在實施上，可將教學實驗的課數增加，讓學生能夠有更充分 的時間從實作中探索軟體的功能以及以感官探索音樂等，而實作時間的延長更有 助於學生發揮創造力，使學生創作起來較為輕鬆且不至於太緊湊。
四、電腦音樂編輯軟體
雖然本研究驗證了電腦音樂編輯軟體 Hyperscore 在音樂創作教學上的使用獲 得國小三年級與五年級學生的肯定，但為了使學習者在創作軟體上能有更多的選 擇，建議在未來的研究上，可使用其他電腦音樂編輯軟體融入音樂創作教學，並 搭配 5E 學習環教學步驟，以探討其教學實驗結果，教師便能參考或依據其教學 實驗結果在音樂創作軟體的選擇上加以斟酌，選定最適合某階段或某年齡之學習 者使用。
叁、總結
本研究針對音樂創作教學以及未來研究方向提供相關建議，其目的在於讓研 究者能從多方面進行探討，其研究結果將能作為教學設計者在教學活動設計之依 據，透過教學者在教學上的實施，讓學習者能擁有更多元化、更有意義的學習，
而最終的最大受益者將會是學習者。
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