本研究採行動研究法，旨在探討阿美族歌謠運用在兒童樂隊對學生音樂學習成果之影響。本研究針對花蓮市海洋國小（化名）兒童樂隊三到六年級共二十名學生為研究對象，以阿美族四首歌謠作為教學素材，進行為期六週的阿美族歌謠課程活動。透過量化與質性資料的三角校正後，獲取研究結果如下：（一）採用阿美族歌謠課程設計能有效完成認知、情意及技能教學目標。（二）學習內容應以學生的學習表現做適時地修調，並運用多元化的教學策略，維持學生之學習動機。（三）阿美族歌謠運用於兒童樂隊，雖情意層面之參與度無顯著差異，但學生喜好程度、學生認知及技能音樂學習成果呈現正向發展。本行動研究使理論與實務結合，能增進教師教學實踐之省思與專業成長。

The purpose of this action research aimed to discuss students’ music learning outcomes when Pangcah songs were applied in children’s band teaching. A total of twenty students of the children’s band in the Ocean (alias) elementary school, aging from third-grade to sixth-grade, were invited to participate in the study. The researcher designed 6-week teaching activities by using four Pangcah songs as original teaching materials, including Misalama, Wawa Keloay, Sakaniw, and O’ Amis Hananay a Tamdaw. After triangulation of quantitative and qualitative data, the research conclusions were summarized as follows: a) Applying Pangcah songs to curricular design could effectively accomplish the educational objectives in cognitive, affective, and psychomotor domains. Learning contents should be timely adjusted according to students’ learning performances, whlie diverse teaching strategies should be used to sustain students’ learning motivations. b) Students demonstrated significantly higher preference in the post-test while participation in learning Pangcah songs showed no significant difference, but applying Pangcah songs teaching enhanced learning outcomes of students in cognitive and psychomotor domains. c) This action research helped the teacher’s professional growth in curriculum design and teaching practice.