Perspectives of junior high school music teachers on educational reform in Taiwanese music education.

摘要

The Grade 1-9 Curriculum in the Arts and Humanities is a major policy initiative of the educational reform in Taiwan. A major focus of this initiative is to integrate different subjects in the curriculum. Music, visual art, and the new-added area of performing arts, comprised of dance and theatre, were grouped to form the Arts and Humanities Learning Area. Several changes were made in the implementation of the new curriculum, and the perspectives of teachers are valuable for illustrating the impact of these changes within their schools and classrooms, and in determining the practical outcomes of the new curriculum.; The purpose of this study was to elucidate the perspectives of Taiwanese junior high school music teachers on the impact of implementing a curriculum reform. The study encompassed two main areas: (1) examining the impact of the curriculum reform on music education from the perspective of music teachers, and (2) examining the factors involved in implementing an integrated curriculum in classrooms. The thoughts, knowledge, beliefs, and practices of junior high school music teachers were of central importance to this study.; This qualitative study selected seven experienced music teachers in Taipei city for the interviewing process. These participants reported their perspectives towards the Grade 1-9 Curriculum and the problems they encountered in the implementing process of the curriculum. Data included teachers' responses to the deficiencies of the curriculum policy making process, implementation of the policy, and the positive changes due to the educational reform.; Findings of this research revealed that music teachers did not hold clear perceptions of the Grade 1-9 Curriculum by the time of implementation. This might be attributable to the limited information and support structures for music teachers provided by the authorities and schools, as well as the underdeveloped in-service teacher training system. Implication includes (1) education authorities need to clarify a new curriculum policy before its implementation; (2) school administrators could fully support teachers when implementing a new curriculum; (3) teachers education should be included in a reform mechanism to ensure the effective implementation of a new curriculum; (4) education authorities should regularly evaluate the new policy and modify its deficiencies.