本研究旨在探討音樂活動教學對學前幼兒專注力的影響。鑑於科技進步與生活型態改變，許多學齡前幼兒面臨專注力下降的挑戰；而音樂活動作為幼兒最自然且易於參與的形式，被視為能有效引導並提升幼兒學習的媒介。本研究採用準實驗研究法，招募共24名幼兒作為實驗組與對照組的研究對象。研究工具使用由謝協君教授所主持之2020年研究計畫所開發的專注力測驗APP及研究者設計的專注力學習單，兩組皆進行前、後測。實驗組於前測後接受12堂線上線下音樂活動教學。
研究結果顯示，儘管前測時兩組在聽覺專注力、視覺專注力及衝動性上無顯著差異，實驗後，兩組在聽覺專注力、視覺專注力與視覺衝動性方面亦無顯著差異，僅聽覺衝動性達到顯著差異。然而，實驗組在接受音樂教學活動後，聽覺專注力與視覺專注力呈現顯著提升，而聽覺與視覺衝動性則無顯著差異。此外，訪談資料顯示，兩組皆有過半數家長觀察到幼兒專注力或生活表現有所進步。
本研究證實音樂活動教學對學前幼兒的專注力，尤其在聽覺與視覺注意力方面，具有積極影響；儘管部分結果未完全符合預期，可能與幼兒自然發展的時間效應或研究設計中活動持續時間不足有關，本研究仍從實證角度支持音樂活動作為提升學前幼兒專注力的有效策略。未來研究建議可延長教學活動時間，並強化師生直接互動以穩定教學品質。

This study aimed to investigate the impact of music activity instruction on the attention span of preschool children. Given technological advancements and changes in lifestyle, many preschool children face challenges with declining attention. Music activities, as one of the most natural and accessible forms for young children, are considered an effective medium to guide and enhance their learning. This study employed a quasi-experimental design, recruiting a total of 24 preschool children as participants for both the experimental and control groups. The research tools included an attention assessment APP developed by Professor Hsieh Hsieh-Chun's 2020 research project and attention worksheets designed by the researcher. Both groups underwent pre-tests and post-tests. The experimental group received 12 sessions of online and offline music activity instruction after the pre-test.
The research results showed that while there were no significant differences between the two groups in auditory attention, visual attention, and impulsivity at pre-test, no significant differences were found in auditory attention, visual attention, and visual impulsivity after the experiment either. Only auditory impulsivity showed a significant difference. However, the experimental group demonstrated significant improvements in auditory attention and visual attention after receiving music activity instruction, while auditory and visual impulsivity showed no significant difference. Furthermore, interview data indicated that over half of the parents in both groups observed improvements in their children's attention or overall behavior.
This study confirms that music activity instruction has a positive impact on the attention of preschool children, particularly in terms of auditory and visual attention. Although some results did not fully meet expectations, possibly due to the time effects of children's natural development or insufficient activity duration in the research design, this study still empirically supports music activities as an effective strategy for enhancing the attention of preschool children. Future research suggests extending the duration of instructional activities and strengthening direct teacher-student interaction to ensure consistent instructional quality.