現今幼教職場，對於「幼兒音樂律動」之肢體活動課程與美語、電腦等，並列於園所的熱門課程。根據研究(呂佳陵，2004)發現，多數園所外聘音樂科系畢業學生擔任幼兒音樂相關教學工作，肇因於帶班老師音樂專業能力不足。幼保系既是培育專業教保人員的職前機構，畢業學生卻連職場最熱門的課程都無法勝任，這是值得探究的問題。此外，各大學幼保系普設琴法、律動等課程，希望培養學生基礎音樂教學能力，但幼保系畢業生需要如何的課程培育訓練才能因應職場所需？
本研究旨在針對此問題進行相關課程內容的規劃設計及課程實施的探討，採質性研究的內容分析法及行動研究方式之觀察、教學省思札記與學生訪談紀錄、學生所填寫之心得回饋單等資料進行分析與討論。發現課程規劃應以學生的身心發展及音樂能力為基礎、並與其他領域統整、以活潑有趣之實務性內容為主。另在課程設計成效方面，對於導正學生在本課程之錯誤認知與提升學生在幼兒音樂肢體活動課程之整體認知程度及增進學生對課程的興趣、增進語言創作與說白能力、即興肢體創作能力、聲音創作能力等方面均有極大成效。教師更從過程中看見學生的進步與自己的成長。 The current early childhood education market puts much emphasis on the curriculum of “young children’s movement activity with music” nowadays and sees it as the hot curriculum and recruitment tool paralleled with the courses of English and physical education. The research (Lu Jia-Ling, 2004) found out that most kindergartens hired external graduates from music department to teach young children courses related to music because their incumbent teachers are insufficient in music profession and cannot teach music. Departments of early childhood care and education are the pre-service training institutes which nurture professional early childhood educators; however, the graduates are not competent to teach the hottest course in the market. These kindergartens have to hire external teachers graduated from music departments to do curriculum design and first-line teaching who were less trained in young children’s psychological and physical development, curriculum design and teaching methodology than the graduates from departments of early childhood care and education; this is a practice which puts the cart before the horse.
In reality, piano skill and movement are set as general courses in departments of early childhood care and education hoping to build up students’ basic music-teaching competence, and therefore the graduates should be competent in teaching the course of young children movement activity with music. However, the problem lies in what other trainings do they need to satisfy the demands in the workplace after the basic competence was built?
This study investigated the curriculum design and practice related to this problem based on this, and used qualitative methods including content analysis, and the observations, teaching reflection notes, interviews with students and students’ feedback forms of action research to conduct the analysis and discussion hoping to advance the students’ knowledge and skill in departments of early childhood care and education and expecting that these future early childhood educators will be professional enough to be competent in teaching courses related to music.
