A case study : the relationship between the teaching of Chinese popular songs and the character and affection of Hong Kong junior high-school students = 華語流行曲教學與香港初中學生品德情意關係的個案研究

Abstract

This research explores the relationship between the teaching of Chinese popular songs and the moral development of Hong Kong junior form students through the teaching Chinese popular songs in a practical environment (Classroom). Six junior form students from a “band 3” secondary school in Hong Kong participated in this study. The concert of positive psychology and affective education are applied as the theoretical framework to explore how students learn moral values and generate affective responses through a series of teaching activities based on Chinese popular songs. Also, this study aims to identify the effective components of teaching activities based on Chinese popular songs which can trigger significant impacts on students’ affective responses. The content anaylsis approcach is used to understand the depth and the breadth of students’ affective response. Also, the case narrative research methods is used to thoroughly explore students' moral and affective responses during the learning of Chinese popular songs. Finally, data collected from the questionnaires and the interviews were analyzed to explain students' recognition of the teaching of Chinese popular songs and the relationship between the teaching of Chinese popular songs and the affective responses of the students. The results illustrated that students could make positive affective responses in different domains including "emotion", "aesthetic", "morality", "spiritual", "motivation", "interpersonal relationship", and "local, homeland, and world" through the teaching of Chinese popular songs. In relation, their affective development lied between "valuing" and "organization" internalization levels. In addition, this study also indicated that students generally had strong resonance for teaching activities that integrate Chinese popular songs, especially the audiovisual activities. At the same time, this study found that the students preferred to learn the songs related to personal growth and development. Lastly, the reason why students had positive affective responses from the learning of Chinese popular songs was that teaching activities and teaching materials could largely help students connect with life experience, interpret the themes of different pieces of work, generate moral consciousness and reflection, experience different emotional feelings of the characters, and produce positive emotions and reactions. Therefore, the students could promote their positive moral and emotional development. This research has two important implications and is of significance. First, this study employs the teaching of Chinese popular songs to cultivate students' affective responses and provides a model for Chinese language subject teachers to promote affective education, including the selection of teaching materials, the teaching design, the practical implementation of teaching, teaching evaluation, etc. Secondly, this study provides a new path of affective education for Chinese language teachers. This study uses non-traditional texts (Chinese popular songs) as the main teaching material and designs the teaching of affective education by considering the interests, abilities and needs of the disadvantaged students. Finally, it is anticipated hope that this research can inspire the Chinese Language teachers who are concerned with the development of students' morality and affection. Meanwhile, they can design the affective education curriculum based on the result of this study.

本研究以6位香港第三組別中學的初中學生為對象，透過實施華語流行曲教學，探究華語流行曲教學與香港初中學生品德情意發展的關係。研究者以正向心理學及情意教育的理論作為框架，透過一系列以華語流行曲為本的教學活動，探索學生怎樣從中學習品德價值並產生情意反應，以及哪些華語流行曲教學元素對學生的情意反應有重要的影響。當中，研究者以內容分析法探究學生在接受華語流行曲學後所產生的品德情意反應之廣度及深度。另外，研究者也以個案敍事研究的方法，深入地探討學生之品德情意反應，以及哪些華語流行曲教學元素與他們所產生的品德情意反應有關係。最後，研究者以問卷及學生訪談分析的方法，探討學生對華語流行曲教學之認同程度，繼而了解華語流行曲教學與研究對象的品德情意反應之關係為何，以及他們能夠從相關教學之中發展出正向品德情意的原因。 第一，研究結果發現學生能夠透過華語流行曲教學產生出「情緒」、「審美」、「道德」、「心靈」、「動機」、「人際關係」以及「本土、家國、世界」之情意反應。第二，他們的品德情意內化程度平均介乎在「賦值」與「價值建構」之間。第三，本研究發現學生非常認同華語流行曲教學之課堂活動，當中最認同視聽活動。同時，研究也發現學生較為喜歡以個人成長及發展為主題的教學歌曲。綜合而言，學生之所以能夠從華語流行曲教學產生品德情意反應，當中的主要原因在於課堂活動及教學材料能夠協助學生連結生活經驗、詮釋作品的主題思想、產生道德自覺及反省、體驗不同人物的情思感受、產生積極正向的情緒及反應，進而促進了他們正向的品德情意發展。 本研究具有兩個重要意義。第一，本研究以華語流行曲教學來培養學生正向的品德情意，為中文科教師在科內推動品德情意教育提供了參考，包括：教學選材、教學設計、教學實施、教學評量等。第二，本研究為中文科教師另闢蹊徑，以非傳統的篇章（華語流行曲）作為主要的教學材料，並按照弱勢學生的特質來設計符合他們興趣、能力及需要的品德情意教學，使他們閱讀之餘能夠在品德情意方面有著正向的發展。第三，本研究補足了情意教育的不足之處──只有範疇而欠缺實質內容，即以正向心理學理論所提出的「六大美德」、「二十四項長處」作為情意教育的核心教學內容，使情意教育的教學變得具體可行。 最後，研究者盼望是次的研究能夠為關心學生品德情意發展的中文科老師帶來啟發，並且在此基礎上設計適切任教學生需要的品德情意課程，讓我們的孩子都能夠發展出應有的美善價值、茁壯成長。