國立臺南大學教師基本資料

基本資料
姓名 李萍娜
系所 幼兒教育學系
職稱 教授
校內分機
傳真 (06)2145428
辦公室/研究室 B404-4
E-mail pyngna@mail.nutn.edu.tw
網址
專長/研究領域 幼兒音樂教學
 

畢業學校國別主修學門學位修業期間
U. of Illinois at Urbana-Champaign美國音樂教育學士1987, 9 ~ 1989, 12
U. of Cincinnati, CCM美國音樂碩士1990, 1 ~ 1991, 6
U. of Cincinnati, CCM美國音樂博士1994, 6 ~ 2000, 6

服務機關部門 / 系所職稱服務期間
嘉南藥理科技大學嬰幼兒保育系助理教授2000, 8 ~2001,12
嘉南藥理科技大學嬰幼兒保育系副教授2002, 1 ~ 2003, 7

著作
名稱 Lee, Pyng-Na (2000) Psalms of Felix Mendelssohn-Bartholdy, The Doctor Thesis of University of Cincinnati, College-Conservatory of Music.
年度2000
類別專書
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名稱李萍娜、曾毓芬、許瑛珍 (2002) 鍵盤樂---鍵盤和聲與實際,新文京出版社
年度2002
類別專書
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名稱Young children’s free music play: Music behavior and peer interaction. In C. H. Lum & P. Whiteman (Eds.), Musical Childhoods of the Asia-Pacific. L. Thompson & M. Campbell (Series Eds.), Advances in Music Education Research, volume 4, Charlotte, NC: Information Age Publishing.
年度2011
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名稱李萍娜、許瑛珍、林佳蓉 (1998) 台灣地區學齡前幼兒學習音樂狀況調查,嘉南學報, 24:194-207。
年度1998
類別期刊論文
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名稱李萍娜 (2001) 維多利亞的仿作彌撒之分析探討,嘉南學報,27:270-280
年度2001
類別期刊論文
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名稱李萍娜、許瑛珍 (2004)鋼琴教材之比較:可樂弗鋼琴叢書、巴斯田才能鋼琴教程、艾弗瑞全能鋼琴教程,台北市立師範學院學報,35(2):29-41
年度2004
類別期刊論文
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名稱李萍娜(2007)。幼兒在音樂區行為之探究。藝術教育研究,14,25-59 (TSSCI)。
年度2007
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名稱李萍娜、顏端儀(2008)。南部地區公立幼稚園音樂教學概況與影響音樂教學因素之探討。兒童與教育研究,4,51-86。
年度2008
類別期刊論文
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名稱教師介入幼兒自由音樂遊戲策略之行動研究。藝術教育研究,18,33-68。(TSSCI)
年度2009
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名稱私立托兒所外聘教師擔任音樂教學之個案研究。教育研究學報,43(2),1-28。
年度2009
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名稱2-3歲幼兒在自由音樂遊戲中之音樂行為與同儕互動之探究。教育研究學報,44(1),72-98。
年度2010
類別期刊論文
摘要
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名稱幼兒自創音樂記錄之研究
年度2010
類別期刊論文
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名稱Music Teaching for Young Children at a Developmentally Appropriate Practice Classroom in Taiwan
年度2013
類別期刊論文
摘要This study attempts to enhance the understanding of a music curriculum that represents holistic and meaningful learning for young children at a developmentally appropriate practice classroom in Taiwan. The study participant implementing DAP was selected through purposive sampling by the Classroom Practice Inventory and pilot study. A qualitative case study method was employed to understand the phenomenon and context. The result found that music curriculum activities included group teaching and free music play, and the music curriculum structure was built on duration and pitch learning. In group teaching, the activities were designed by the teacher and partially extracted from music behavior at free play to provide children with music experiences and facilitate children’s learning interests. Free music play provided children with opportunities to practice newly acquired skills, extend their learning from group teaching, and spontaneously connect with other domains and personal experiences. Group teaching and free music play were reciprocally affected to make music learning holistic and meaningful.
關鍵字Free music play, developmentally appropriate practice, group teaching, music education for young children
名稱Self-invented Notation Systems Constructed by Young Children (SSCI)
年度2013
類別期刊論文
摘要This longitudinal study investigated self-invented notation systems created by young children aged four to six. The researcher showed the children how to feel various pitches and rhythms through singing, eurhythmy, instrumental playing, rhymes, and music appreciation. The children were then provided with opportunities to create music notations and share them with peers, all without using conventional musical notations. A method of qualitative study was employed, and the data from the children’s notations and interviews were collected and analyzed. The results found that children employed quantitative sizing, graphic patterns and literal symbols as notational strategies to create systems to notate pitches or rhythms. When children simultaneously notated pitches and rhythms, they created two modes for writing music. First, they employed one notation system, as mentioned above, to write pitches and added indications such as dots, underlines or circles to refer to different timing. Secondly, the children combined two systems to write pitches and rhythms such as: combining two graphic patterns, combining a graphic pattern and literal symbol, combining a graphic pattern and conventional rhythmic notations, or combining conventional rhythmic notations and literal symbols. These self-invented notation systems document how young childrens musical thinking becomes more complex through exploring notational strategies.
關鍵字Music expression, music notation, music representations, self-invented notation
名稱當原住民與漢人在教室相遇:不同族群背景的教師與幼兒在教 室之言談
年度2013
類別期刊論文
摘要本研究探究不同族群師生之教室言談。採質性研究法進入兩個場域觀察:漢人教師與原住民幼兒、原住民教師與漢人幼兒。研究發現漢人教師在原住民區教導的原住民幼兒,在教室之口說回答簡短、常穿插族語且在團體中交叉共構。漢人教師在原住民區之提問以封閉性問題居多;原住民幼兒被要求來前面單獨回答時則常靜默,但如有媒介物就能敘說;原住民幼兒口說日記遊走真實和「編說」中,與漢人教師所欲討論真實事件形成雙軌平行之對答。漢人區任教之原住民教師口語表達常重複、補充說明和插入台語;原住民教師與漢人幼兒之對話以開放性提問居多;提問的內容若為讓幼兒探索教師意圖,則常缺乏線索而造成幼兒隨意猜測;若是提問的內容為幼兒的經驗事件,則提供幼兒社會建構、同儕鷹架之對話關係;此外,原住民教師之言談常過度延伸或轉換主旨,以至於延宕提問結論或沒有結論。
關鍵字原住民教育、原住民教師、教室言談、跨文化、漢人教師
名稱不同世代與背景的幼兒教師工作價值觀之比較
年度2014
類別期刊論文
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名稱幼兒自創音樂符號記譜之縱貫性發展
年度2015
類別期刊論文
摘要探討幼兒自創音樂符號之縱貫性發展
關鍵字幼兒音樂教育、自創樂譜、音樂表達、音樂符號、音樂表徵符號
名稱李萍娜 (2004):幼兒音樂創作教學-從現代音樂的啟思。國立嘉義大學「第二屆創意開發學術研討會」。
年度2004
類別研討會
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