本研究之目的旨在瞭解國民中學合唱團歌曲選擇的現況，因此透過中
外合唱專家學者對歌曲選擇之文獻探討、本國合唱專家之訪談、近四年區
賽曲目分析，及國中合唱教師選曲行為的訪談與問卷調查，做全面性的探
究，期能提供教師與教育有關單位參考與改進的建議。 本研究除蒐集
、整理中外合唱專家對歌曲選擇的文獻資料外，國內合唱專家學者部分，
係選取10位有豐富帶團經驗，及經常擔任合唱比賽評審者為對象，進行訪
談；近四年來之曲目文獻分析，則以80-83學年度臺灣區音樂比賽國中組
合唱決賽自選曲為分析依據，並分為各區男女聲組選擇情形，及常用自選
曲分析兩大項來探討；國中合唱團教師歌曲選擇行為部分，則分別選取臺
灣省北、中、南三區之新竹縣市、台中縣市、台南縣市等六個縣市，及台
北市、高雄市等，包含18位訪談教師、85位問卷調查教師，共103所國中
之合唱團指導教師為研究對象，瞭解教師對歌曲選擇之「重要性、準備工
作、考量因素、來源、其他」等有關議題之意見，經當面訪談、郵寄問卷
與電話催繳後，訪談記錄表與問卷全部收回，回收率為100%，所得之資料
除以百分比統計外，並以卡方檢定考驗研究對象在學校規模、音樂教師數
、地區、年齡、主修等五組填答的差異情形。 研究結果之發現，可分
為指導教師、學校、音樂比賽、教育行政單位等四方面。在指導教師方面
，發現教師較缺乏「發聲技巧」及「歌曲選擇」的知識；蒐集曲譜及充實
知識的態度不夠積極；大部分的教師未建立曲目檢核表，分析歌曲的工作
不盡完備；與同事討論的情形不多；以音樂比賽為選曲出發點的教師，選
擇較難較大的歌曲，以教育為出發點的教師則考量學生是否有所學習，可
能選較小的歌曲，因此教師的教育觀影響歌曲選擇的方向；主修聲樂的教
師較具演唱外文歌曲的能力，因此選擇外文歌曲的比例較高；不同地區的
教師在歌曲選擇上有些微差異；及參加研習或研討會有助於教師的合唱教
學等；在學校方面，發現學校規模愈小，對瞭解學生程度的準備工作愈為
重視，並較常選擇課本的歌曲；學校行政不支持影響合唱教學活動的順利
進行等；在音樂比賽方面，發現音樂比賽刺激合唱教育的成長，影響教師
對合唱組訓各項重要度的認知，是教師歌曲選擇考量的主因，限制了合唱
教學活動的安排，在制度上，指定曲的選取、組別的劃分，有許多缺失，
如指定曲數太少、男女聲組指定曲相同等；在教育行政單位方面，發現國
內提供教師有關知識的資源太少，研習或研討會的內容缺乏規劃，大專音
樂科系的合唱課程不夠全面等。 依據以上發現，研究者亦於上述四方
面提出建議；在指導教師方面，對合唱團的教學要有規劃、重視各方面學
習的均衡發展，多閱讀書籍、參加研討會或合唱團，增進歌曲選擇的知識
及來源，建立曲目庫或曲目檢核表使準備工作更加完善，選擇自選曲時以
由多選一為原則，以學生為出發點選擇歌曲，嘗試自己編曲或作曲，豐富
教學內容，並給予學生多方面、多風格的學習等；在學校方面，應多支持
合唱活動，使其成為常態性的社團，為教師酌減時數及給予公假，使其有
精力時間實施合唱教學，觀摩別校或外縣市的合唱演出，分門別類蒐集歌
曲，提供教師歌曲的來源等；在音樂比賽方面，比賽的分組及指定曲、自
選曲的規定，應有所改進，改善評審的聘任制度，聘請有帶團經驗者、增
加評審的經費，舉辦賽後研習等，使合唱團以所進步；在教育行政單位方
面，對研習內容應有規劃，成立專責機構及合唱圖書館，對各階段的合唱
教育有所規劃，提昇合唱教育的地位，並提供教師更多合唱教學的資訊，
鼓勵創作，廣徵為國中合唱而譜寫的本國作品，蒐集歌曲、並依其難度或
風格等分冊出版，使教師歌曲選擇有所依據，各大專院校音樂系之合唱教
育於師資及課程方面，應聘任有實務經驗者，並有多方面的合唱課程，如
合唱史、合唱作品分析等。

The purpose of this study is to investigate the selection
of choral repertoire at the junior high school level. A
comprehensive investigation was conducted through an analysis of
the literaturewritten by both domestic and foreign experts and
scholars on theselection of choral repertoire, through
interviews with domestic choral experts, through an analysis
of the choral repertoire in regional choir contests for the
last four years, as well as through a survey on how junior
high school choral teachers choosemusic works for their
choirs. It is hoped that this study canoffer some suggestions
and reference for both teachers and educational
organizations. Besides reviewing the literature written by
both domestic and foreign experts and scholars on choral
repertoire selection, the researcher interviewed ten
experienced choir directors who frequently served as judges in
choir contests. The analysis of the choral repertoire in
regional choir contests for the last fouryears was based on
the self-chosen works of finalists in thejunior high school
section of the Taiwan Provincial Music Contestsheld during the
academic years from 1991-1994. The analysis wasfurther
subdivided into the selection of repertoire by male and female
choruses, and the selection of frequent self-chosen pieces. The
survey purpose was to investigate the teachers' views on the
importance, preparation, factors to be considered, sources, and
other issues concerning repertoire selection. The subjects of
the survey on how junior high school choral teachers select
repertoire for their choirs, the subjects consisted of 103
choir directors(18 interviews, and 85 questionnaires). They
came from 103 juniorhigh schools located in Taipei City and
Kaohsiung City, as well asin the northern (Hsinchu City and
Hsinchu County), central(Taichung City and Taichung County),
and southern (Tainan City and Tainan County) parts of Taiwan.
After interviews, questionnaires through mail, and telephone
follow-up, a 100% responding rate was achieved. The data
analysis was made through percentage frequencydistribution. The
chi-square test was also conducted to show the difference of the
choral directors' responses with regard to the teacher's age,
teacher's major, school size, region, and number ofmusic
teachers in the school. Conclusions were described in the
following four aspects: (1)choral director, (2) school,
(3) music contest, and (4)educational administration. In
terms of choral directors, it is found that most teachers lacked
knowledge in vocal production and repertoire selection. They
also tended to be not very active in gathering choral musicand
enriching their knowledge. Most teachers did not have indices of
repertoire, nor did they analyze the repertoire to its fullest
extent. Few discussed with their colleagues. The teachers
who based their selection on music contests chose more
difficult and larger pieces of music, while those who based
their selection oneducation of value, considering whether the
students would learn something, tended to choose smaller pieces
of music. The teachers' educational views, therefore,
influenced their music selection.The teachers who specialized
in vocal music were, in general, capable of singing songs in a
foreign language, and therefore were more likely to choose
songs in a foreign language. Slight differences were found
between teachers in various regions. Attending workshops
and seminars was found to be helpful in choir teaching. With
regard to schools, it is found that the smaller school was, the
more emphasis was on the preparation work to evaluate the
students' competence, and the more likely the school was to
choose songs from the general music textbooks. It is also found
that lack of support of school administration impeded the
training and teaching of the choir. In terms of music
contests, it is found that music contests stimulated the growth
of choral education, and influenced a teacher's view on the
importance of various aspects in training achoir. Music contests
actually decided the teachers' selection of repertoire.
Because of the music contest, choral teaching activities
contained vocal exercise and annotation only. So far as the
system is concerned, it is found that there were few choices in
terms of the selection of designated songs, and the designated
songs of male and female choirs were the same. With regard
to educational administration, it is found thatvery few
resources were available to teachers. The contents of choral
workshops and seminars were not well-planned, and the choral
courses offered at the college level were
notcomprehensive. Based on the above findings, the
researcher makes thefollowing suggestions:The choral directors
should carefully plan their teaching and makea point of all-
around development of student's musicality. Theyshould review
more literature, attend more workshops and seminars, or join
choirs themselves to expand their source of
repertoireselection. They should build their own repertoire
databank andindices to complete their preparatory work.
When selectingself-chosen works for contests, they should not
limit themselvesto a certain style, and should keep students in
mind. They shouldalso try to arrange songs to tailor student'
s need, enrich thecontents of their teaching, and give the
students more diversifiedand experience on different style
and culture. Schools should encourage choral activities more
and make the choir a formalextra-curricular organization.
They should also reduce the music teachers' workload and offer
more leave to the teachers so that they can have time to prepare
their choral teaching and to observe performances of choirs
from other schools and counties. The schools should also
gather songs to provide the teachers with sources of
repertoire. In terms of music contests, the regulations for
the grouping of choirs and selection of self-chosen and
designated songs need to be revised. More judges those with
choir experiences should beappointed. More funds should be
allotted to pay for the fee of thejudges. Finally, a
dissuasion between judges and choirsafter-contest should be
held for choirs further approvement. As far as the
educational administration is concerned, a taskforce should be
designated to plan the contents of seminars andthere should
also be a choral library. Choral education atdifferent
levels should be planned, and the status of choral education
raised. Teachers should have more access to informationon
choral teaching. Arrangement and composition of choral
worksfor junior high schools should be encouraged and these
works should be gathered and published in different categories
according to the style and their difficulty level. This would
then serve asa basis on which teachers can select their
repertoire. As to the staff and curricula of choral
education at the college level, those with practical
experiences should be appointed and there should be more
multifaceted choral courses, including choral history, analysis
of choral works.
The purpose of this study is to investigate the selection