本研究以文獻探討、實驗、調查研究、個別晤談等方法瞭解批判思考應用於音樂欣賞教學的可行性、實施狀況與效能之評估。首先透過文獻分析界定批判思考的範疇，探討批判思考教學與音樂批判的理論基礎，同時也探究了批判思考音樂欣賞之教學策略、評量內容與標準，作為批判思考教學應用在高中音樂欣賞教育之理論基礎及教學改革之參考依據，並由此發展音樂欣賞測驗與文字評量之標準。
本研究實徵部份以國立彰化師大附工綜合高中一年級學生為對象，實驗組48名、控制組46名進行五週批判思考音樂欣賞教學，旨在驗證實驗教學方案之成效，及實驗組學生對教學方案的反應，前者研究工具為音樂欣賞能力測驗，後者則透過實驗組學生填寫「學習調查表」瞭解其對實驗教學的反應，結果發現：
一、 批判思考教學方案，能增進高中學生音樂欣賞的整體能力。
二、 實驗組學生對批判思考教學方案，持肯定態度。
分析增進本研究音樂欣賞效能之因素：（一）完整播放欣賞曲目，有助於整體評估與判斷樂曲，（二）批判思考音樂欣賞教學策略的妥善運用，（三）欣賞曲目多元化，（四）教學內容具系統性，（五）以音樂類型作教學單元的主題，能增進對音樂的整體認識。
本研究對實驗組學生進行個別晤談，除了再次驗證實驗教學受到學生肯定外，分析其結果尚有：（一）欣賞曲目宜增多播放次數，（二）合奏（唱）曲應建立於獨奏（唱）曲的教學基礎之上，（三）學生在課前準備與課後複習中，確能增進學習成效與興趣，（四）宜延長、增闢小組與工作單討論時間，（五）進行批判思考音樂欣賞教學之前，應先建立學生音樂美學的觀念。
根據上述發現，本研究提出對音樂欣賞教學與未來研究之建議。

The purposes of this study were to develop a critical thinking program(CTP) based on the theoretical framework and teaching model of music appreciation. The study methods were employed including literature review, experiments and interviews, to comprehended CTP’s feasibility in the school music curriculum, and by undergoing a 5-week teaching experiment to evaluate the effects of appreciation instruction on comprehensive school students. The subjects of this study were totally 96 students of 10th grades in senior industrial vocational school National Changhua University of Education. Among them, 48 were grouped as the experiment group and 46 as the control group.
After CTP instruction, the major results indicated:
1. CTP could improve 10th grade students’ holistic ability of music appreciation.
2. The students in the experiment team had a positive assessment toward the experiment.
Great improvement could be found in the design of CTP and students’ reaction by using CTP instruction.
The interviews were confirmed the students’ positive assessment again, and found preparing together with reviewing could enhance the interesting and effectiveness of music learning. Besides, there were other suggestions as follow: First, to play more times of music pieces; second, to base on the foundation of solo music while listening music in concert; third, to prolong and add discuss time both in groups and at worksheet, and the last as to establish students’ music aesthetic value before CTP instruction.
The suggestions based on the process and results of this study in the hope to serve as references for future improvement and research on education were proposed.

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