本研究以Gordon音樂學習理論為基礎，設計適合團體鍵盤班之視奏教學活動，透過活動實施，探討學生視奏時之音高、節奏、視奏即興等改變狀況，並在教學設計、學生學習與教師省思中進行修正與再造，以作為未來研究參考。
本研究為行動研究，四位國小六年級學生參與教學活動，教學實施共三循環十二堂課，評量包含前測及每一循環結束後評量共四次，研究工具包含視奏評量表、教學設計、觀察紀錄表、教學日誌及學生訪談紀錄表，研究資料以質性編碼、描述性統計與皮爾森相關係數進行分析。
本研究發現如下：
一、Gordon音樂學習理論有助於視奏之音高、節奏與視奏即興等教學活動設計 。
二、音高部分，學生的高音表現優於低音，故視奏時應加強低音訓練。
三、節奏部分，學生在大/小分拍表現優於分割拍/延長拍，所有學生4/4/拍成績皆有進步。
四、學生視奏時之音高表現優於節奏。
五、學生們在視奏即興部份，和弦判斷與固定拍表現皆有進步，固定拍表現優於和弦判斷。
六、學生達到視奏即興進步所需要的學習時間長度不一，教學者應善加觀察學生差異並輔以適當教學計畫。
七、團體學習方式有助於視奏教學活動。
最末，根據研究結果，本研究針對教學設計、視奏測驗與未來研究提出相關建議。

This study, based on Gordon's music learning theory, designs sight-reading teaching activities suitable for group keyboard classes. Through the implementation of these activities, it explores changes in students' pitch, rhythm, sight-reading improvisation, etc. This study involves adjustments and reconstructions in teaching design, student learning, and teacher reflection for future reference.
Conducted as action research, four sixth-grade elementary school students participated in the teaching activities, comprising three cycles of twelve lessons. Assessments, including pre-tests and evaluations at the end of each cycle, were conducted four times. Research tools included a sight-reading assessment sheet, teaching design, observation records, teaching journals, and student interview records. Data analysis involved qualitative coding, descriptive statistics, and Pearson correlation coefficient.
The study findings are as follows:
1. Gordon's music learning theory contributes to the design of teaching activities for
pitch, rhythm, and sight-reading improvisation.
2. Regarding pitch, students performed better in high pitches than low pitches,
suggesting a need for enhanced low pitch training during sight-reading.
3. In terms of rhythm, students excelled in macro/micro beats compared to
division/elongation beats, with improvement in all students' 4/4 beat scores.
4. Students demonstrated better performance in pitch than rhythm during sight-
reading.
5. In sight-reading improvisation, students showed improvement in chord
identification and fixed beat performance, with better performance in fixed beats
than chord identification.
6. The time required for students to progress in sight-reading improvisation varied;
hence, teachers should observe differences and implement appropriate teaching
plans.
7. Group learning methods contribute to sight-reading teaching activities.
In conclusion, based on the research results, this study proposes relevant
suggestions for teaching design, sight-reading assessments, and future research. Keywords: sight-reading teaching, group keyboard class, Gordon music learning theory

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