音樂聆賞為傳達美感教育的重要途徑，也是目前音樂通識教育應用中最普遍的教學活動，本研究欲培養學生從聆聽、感知到鑑賞，探究學生是否能透過建立良好聆賞經驗，增進對古典音樂的基本認知與理解，並提升對西洋古典音樂的鑑賞能力。經一學期共11個教學單元，教師以聆賞教學建立學生對各音樂年代、樂曲型態、作曲家與代表作品等的基本認知，利用布魯姆認知領域分類法中記憶、理解、應用、分析、評鑑、創造六個認知歷程，檢視學生學習成效與表現。從測驗看學生在音樂知識內涵的學習成果顯示，聆賞能增強學生對音樂認知歷程的理解層次，且超越記憶層次。從學生整合聆賞及口述簡報的個人實作學習成果顯示，學生在應用、分析、評鑑與創造層次的認知歷程，能「運用情境的回顧」、「回應音樂結構的觀察」、「激盪美學的思索」與「別出心裁的創意」，並進一步「體驗音樂的美感經驗與連結」及「音樂引起的反思與價值認同」。

Music appreciation is an important approach for conveying aesthetic, and the most common teaching activity applying to recent music general education courses. This study aims to cultivate students' appreciation, perception and judgement, and how western classical music appreciation experiences build up students' music cognition and comprehension ability. The western classical music appreciation course consists of 11 topics and genres, covering topics such as musical eras, musical forms, composers and their represented compositions. To examine students' learning outcome, the research will base on six cognitive processes by Bloom's taxonomy: remember, understand, apply, analyze, evaluate and create. As the result of final quiz, music appreciation enhances students' recognition in understand level, more than remember level. Furthermore, Students' personal assignments also show other cognitive processes, such as 'applying contextual review,' 'observing musical structures,' 'contemplating aesthetics,' 'demonstrating originality,' 'experiencing the beauty of music and making connections' and 'reflecting on and identifying the value of music.'