湯玲郎
元智大學 管理學院博班 e 化與服務科學組
Email：1319sc@yahoo.com.tw
陳曉嫻
台北市立教育大學 音樂教學研究所
Email：1319sc@yahoo.com.tw
林西苓
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Qualitative approach entails that the PCCL method brings about various reflections and changes that the music teachers could make in the following perspectives:
(1) The author finds that, when invited to school to learn music with their children, only 18.52% of the parents say yes. Besides, since parents who both work in families take up two-thirds of all parents, they cannot participate in children’s learning. What can be done to change this situation? To solve this problem, the author creates the PCCL sheets for the children to bring home for their parents to teach them and for them to learn while they teach.
(2) For those parents who never like music, or even turn away from it, what should be done to help change their mind, and even start to like it? To reverse this situation, the author tried to create appropriate websites and make learning sheets available online, so parents could be involved in their children’s learning.
In terms of professional growth, the author, along research, has learned much from the feedbacks and recommendations gained from the interactions with fellow teachers and parents. This research will continue on, until all the pedagogical problems relating “listening”, “singing”, “reading”, “playing”, and “general performance” are properly resolved, through constant reviews, amendments, planning, and evaluations along the way.
Keywords :Web-based Learning（e-learning）, Parent-Child Co-learning (PCCL), music learning achievement, kindergarten children, action research