Educational Beliefs of the Instructors of the Musically-Talented Students with Disabilities
| Autor: | Wu, Shunwen, 吳舜文 |
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| Rok vydání: | 2009 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 97 Learners with disabilities always face more difficulty than the general students. Even though they are gifted and talented, they still have to struggle with much pressure and doubt from other people, society and environment. Thus, an instructor with enthusiasm, devotion, and skillfulness in teaching strategies might change their fate and lead them to success. This study focused on the exploration of the educational beliefs of the instructors of musically-talented students with disabilities. Eight music instructors, with the teaching experience of such dual-exceptional students, were invited for research participants. Through the in-depth interviews and data analysis, the results were concluded and stated as the following: First, the educational beliefs concerning the dimension of “object selection and ability assessment” included: 1.the instructors should maintain the teaching attitude of “zero-reject”; 2. the instructors should be compatible with the differential of students’ superiority and disadvantage; 3.appropriate ways to get the full understanding before the first lesson should be useful; 4.aural ability was the first and foremost part for the instructors to understood their pupils; 5.the fluent performance of piano playing was the concrete way for students observation; 6.the majority of the instructors believed that displacement motion was the most difficult skill for students with visual impairment to overcome; 7.the evaluation process should give students a sense of security environment. Second, the educational beliefs concerning the dimension of “learning and curriculum planning” included: 1.teaching materials should meet the ability of students and the proportionality of learning contents; 2.the teaching material should consider students’ preferences and the directorate demands; 3.instructors preferred choosing repertoire with clear theme and harmony accompaniment; 4.the displacement movements, adjustment of tonality, and the experience of ensemble should be enriched; 5.students should be more advanced to the musical professional; 6.too many activities would tend to affect the exercise quality of students; 7.students’ future development to study either in the music special program or abroad was discrepancy between instructors. Third, the educational beliefs concerning the dimension of “teaching strategies and teaching adjustment” included: 1.understanding students' habits and seeking advice from parents could be helpful; 2.recording was effective for teaching and learning; 3.the application of the tactile sense could promote the music perception and imagination of students; 4.the teamwork, repertoire modulation, and scale variation were methods for teaching adjustment; 5.instructors should create to solve the teaching and learning problems; 6.different obstacles for students should be given the appropriate scenarios for learning guidance. Fourth, the educational beliefs concerning the perspective of “the education for music special learners” included: 1.the instructors should affirm students' abilities and channel them the right music learning; 2.the instructors must be proficient in music professional and timely adjustment the teaching methods; 3.the instructors should have the ability of reflection in order to enhance the knowledge and quality of teaching; 4.for the future music instructors of special learners, sufficient reflection and preparation were essential. According to the conclusions of this study, the researcher also made several recommendations to: 1.teachers of music education and special education areas, 2.the proposal for the community, 3.the music education and special education institutions, and 4.the future studies. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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