本研究旨在探討多元文化音樂教學實施於高中音樂課之教學實施與學習表現，採取「個案研究法」，以研究者任教之高中一年級學生為研究對象，選取印尼與臺灣原住民音樂與文化為素材，以歌唱與欣賞教學活動為主，設計並實施研究者自編之高中多元文化〈僑本一家〉音樂教學方案，並透過觀察、訪談與問卷等方式進行資料蒐集。
本研究之主要結論如下：
一、本研究之多元文化音樂教學方案，在歌唱教學實施時，採取歌曲聆賞與詞曲習唱開啟教學活動，並適時融入與該樂曲相關之文化知識教學，此教學實施方式能有效提升學生在臺灣與印尼原住民歌曲與文化之學習表現。
二、本研究之多元文化音樂教學方案，在欣賞教學實施時，採取樂曲聆賞開啟教學活動，並輔以說白節奏練習與實體樂器操作等教學策略，適時融入與該樂曲相關之文化知識教學，此教學實施方式能有效提升學生在臺灣與印尼原住民音樂與文化之學習表現。

最後根據研究結果，對音樂教師及後續研究提出建議，以作為參考之用。

The purpose of this study was to understand the teaching implementation and the learning performance of the multicultural music teaching program applied to high school music class. The case method was utilized in this study. The subjects were the first grade students in the senior high school. The teaching materials included the music and the culture of the aborigines in Taiwan and Indonesia, and the teaching activities included singing and music appreciation. The researcher designed and applied the multicultural music teaching program “Overseas students and Taiwan students are a family“. The research data were collected through observation, interview and questionnaire.
The major conclusions of this study were as follows:
1. The singing activities in the multicultural music teaching program used in this study started from listening and singing the lyrics and the song, and teaching the culture related to the song timely. This way of teaching implementation can effectively enhance the students’ learning performance in the dimensions of both the songs and the culture of the Taiwanese and the Indonesian aborigines.
2. The music appreciation activities in the multicultural music teaching program used in this study started from the song listening, and supplemented with the syllable rhythm and the operation of authentic music instruments, and teaching the culture related to the song timely. This way of teaching implementation can effectively enhance the students’ learning performance in the dimensions of both the music and the culture of the Taiwanese and the Indonesian aborigines.
According to the research conclusions, the researcher made some suggestions for music teachers and future researches.

王艷萍（2013）。多元文化音樂教學應用於國小四年級藝術與人文領域之行動研究—以台灣、越南、印尼音樂為例（未出版之碩士論文）。國立新竹教育大學，新竹市。
何育真（2009）。B. Reimer「美感教育」與 D. J. Elliott「實踐哲學」立論分析之研究（未出版之博士論文）。國立臺灣師範大學，臺北市。
吳清山（1998）。學校效能研究（第二版）。臺北市：五南圖書。
莊敏仁（2004）。質性個案研究設計之探討。載於臺北市立師範學院（主編），音樂教育研究的時代趨勢與派典實例研討會論文集（61-72頁）。臺北市：臺北市立師範學院。
呂翠華（2008）。多元文化音樂教學運用於國民小學五年級藝術與人文領域課程之研究（未出版之碩士論文）。國立臺北教育大學，臺北市。
徐麗紗（2007）。多元文化音樂教育的最初實踐－科爾曼的音樂創造教學及其應用。美育，156，4-13。
梁秀玲、柯瓊瑢（2010）。高中音樂課本第一冊。臺北：華興文化。
教育部（1994）。國民中學音樂課程標準。臺北：教育部。
教育部（2004）。普通高級中學必修科目「音樂」課程暫行綱要。2016年5月29日，取自網址http://msc.ntsh.ntpc.edu.tw/fdownload/fdlist.asp?id={051B8E23-4366-4405-B780-20F86AE967EC}
教育部（1996）。高級中學音樂課程標準。臺北：教育部。
教育部（2009）。普通高級中學課程綱要。臺北：教育部。
教育部（2010）。國民中小學九年一貫課程綱要藝術與人文學習領域（再版一刷）。臺北：教育部。
教育部（2014）。十二年國民基本教育課程綱要總綱。2014年12月20日，取自網址http://www.naer.edu.tw/files/15-1000-7944,c1174-1.php?Lang=zh-tw
張春興（2007）。教育心理學：三化取向的理論與實踐（重修二版）。臺北市：東華。
許常惠（2005）。台灣音樂史初稿。臺北市：全音樂譜。
陳曉雰、張紅蘋（譯）（2010）。美國音樂教育哲學回顧概要 （原作者：Thompson, K. P.）。美育，174，16-27。
陳曉雰、張哲榕（2004年12月）。多元文化音樂教育：概念與過程。2004音樂教育國際學術研討會─音樂教育的趨勢與展望發表之論文，國立臺灣師範大學。
張馨仁（2011）。過度激動特質對於資優生與普通生學習表現、創造力及心理適應之預測研究（未出版之博士論文）。國立臺灣師範大學，臺北市。
黃政傑（2007）。教學原理。臺北市：師大書苑。
臺灣原住民族文化知識網（2015年3月17日）。布農族小米豐收歌。取自http://www.knowlegde.ipc.gov.taipei/ct.asp?xItem=1001866&CtNode=17366&mp=cb01
臺灣原住民族圖書資訊中心（2007年11月）。電子報（第4期）。取自http://epaper.ntu.edu.tw/view.php?id=4443
潘宇文（2001）。歌曲教學的基本技巧。國教天地，146，71-78。
潘淑娟（2004）。多元文化音樂教育觀點融入國小五年級藝術與人文領域之教學應用－以亞洲音樂為素材（未出版之碩士論文）。國立臺南大學，臺南市。
蔡清田（2013）。教育行動研究新論。臺北市：五南圖書。
盧苡安（2013）。新北市國民中學音樂教師多元文化音樂教學之調查研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。
賴美鈴（2006）。美國音樂課程標準暨實施概況。2013年12月8日，取自網址http://163.20.180.1/3/2f-1/organization/special/music_center/article1/article1.htm
謝苑玫（2004年12月）。音樂教育研究的時代趨勢：多元文化觀。2004音樂教育學術研討會發表之論文，臺北市立教育大學。
Abril, C. R. (2006a). Learning outcomes of two approaches to multicultural music education. International Journal of Music Education, 24(1), 30-42.
Abril, C. R. (2006b). Music that represents culture: Selecting music with integrity. Music Educators Journal, 93(1), 38-45.
Anderson, W. M., & Campbell, P. S. (1996). Multicultural perspectives in music education. Reston, VA: Music Educators National Conference.
Boyer-White, R. (1988). Reflecting cultural in the music. Music Educators Journal, 75(4), 50-54.
Campbell, P. S. (1992). Cultural consciousness in teaching general music. Music Educators Journal, 78(9), 30-36.
Chen-Hafteck, L. (2007). In search of a motivating multicultural music experience: Lessons learned from the Sounds of Silk project. International Journal of Music Education, 25(3), 223-233.
Conlon, J. C. (1992). Explore the world in song. Music Educators Journal, 78(9), 46-51.
Dodds, J. P. B. (1983). Music as a multicultural education. Music Educators Journal, 69(9), 33-34.
Elliott D. J. (1989). Key concepts in multicultural music education. International Journal of Music Education, 13(1), 11-18.
Elliott, D. J. (Ed.). (2005). Praxial music education. New York: Oxford University Press.
Elliott, D. J. (2008). The praxial philosophy of music education. In M. Mark (Ed.), Music education: Source readings from ancient Greece to today. (3rd ed.). New York: Routledge.
Fitzpatrick, K. R. (2012). Cultural diversity and the formation of identity: Our role as music teachers. Music Educators Journal, 98(4), 53-59.
Fung, C. V. (1994). Undergraduate nonmusic majors’ world music preference and multicultural attitudes. Journal of Research in Music Education, 42(1), 45-57.
Fung, C. V. (1995). Rationales for teaching world musics. C. Victor Fung discusses the importance of introducing students to multicultural music by including it in school curricula. Music Educators Journal, 82(1), 36-40.
Gamble, S. (1983). A multicultural curriculum. Music Educators Journal, 69(9), 39-41.
Garfias, R. (1983). Music in the United States: Community of cultures. Music Educators Journal, 69(9), 30-31.
Goodkin, D. (1994). Diverse approaches to multicultural music: Doug Goodkin provides methods for highlighting both the diversity and the similarities of the world’s musics. Music Educators Journal, 81(1), 39-43.
Gonzo, C. (1993). Multicultural issues in music education: There are many strong and differing opinions on the issues involved in multicultural education. Carroll Gonzo outlines and discusses the major concerns. Music Educators Journal, 79(6), 49-52.
Holmes, A., & VanAlstine, S. (2014). From I to international: Toward international-mindedness through interdisciplinary music instruction. Music Educators Journal, 101(2), 45-50
Hughes, D. W. (1997). Kecak: The vocal chant of Bali by I Wayan Dibia. British Journal of Ethnomusicology, 6, 195.
Ilari, B., Chen-Hafteck, L., & Crawford, L. (2013). Singing and cultural understanding: A music education perspective. International Journal of Music Education, 31(1), 202-216.
Kelly, S. N. & Weelden, K. V. (2004). Connecting meaningful music and experiences in a multicultural, multimusical classroom. Music Educators Journal, 90(3), 35-39.
Kraus, E. (1967). The contribution of music education to the understanding of foreign cultures, past and present. Music Educators Journal, 53(5), 30-33.
Music Educator National Conference. (1967). The Tanglewood Symposium－Music in American society. Music Educators Journal, 54(3), 49-80.
Music Educator National Conference. (1994). The National Standards for Arts Education: What Every Young American Should Know and Be Able to Do in the Arts. [Adobe Acrobat Reader DC版] Retrieved from http://eric.ed.gov/?id=ED365622
Nethsinghe, R. N. (2012). Finding balance in a mix of culture: Appreciation of diversity through multicultural music education. International Journal of Music Education, 30(4), 382-396.
Nettl, B. (1994). ISME panel on musics of the world’s cultures: Policy on music of the world’s cultures. International Journal of Music Education, 24, 66-68.
Pembrook, R. G., & Robinson, C. R. (1997). The effect of mode of instruction and instrument authenticity on children’s attitudes, information, recall, and performance skill for music from Ghana. Bulletin of the Council for Research in Music Education, 133, 115–120.
Reimer, B. （1993）. Music education in our multimusical culture: Bennett Reimer discusses the challenges faced by music educators in a multimusical culture. Music Educators Journal, 79(7), 21-26.
Sakata, H. L. (1983). Teaching introductory ethnoimusicology classes. Music Educators Journal, 69(9), 42-43.
Shehan, P. K. (1988). World musics: Windows to cross-cultural understanding. Music Educators Journal, 75(3), 22-26.
Szego, C. K. (2005). Praxial foundations of multicultural music education. In D. J. Elliott (Ed.), Praxial music education: Reflections and dialogues (pp. 196-218). New York: Oxford University Press.
Tait, M. (1972). Increasing awareness and sensitivity through world musics: Listening to perceive. Music Educators Journal, 59(2), 85-89.
Trimillos, R. D. (1972). Expanding music experience to fit today’s world: A conceptual approach to ethnic musics offers students valid alternatives. Music Educators Journal, 59(2), 90-94.
United Nations Educational, Scientific and Cultural Organization. (2016, March 22). Retrieved from http://www.unesco.org/culture/ich/en/USL/saman-dance-00509
Volk, T. M. (1998). Music, education, and multiculturalism: Foundations and principles. New York: Oxford university press.