澎湖灣國小鄉土視覺藝術課程設計及教學效果之研究

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題名:
澎湖灣國小鄉土視覺藝術課程設計及教學效果之研究
著者: 林錦霞; Lin, Chin-hsia
劉信雄; HSIN-SHIONG LIU; 教師在職進修課程與教學碩士學位班
主題: 教學效果; 課程設計; 鄉土視覺藝術; 視覺藝術; 鄉土教學; curriculum designing; folk art; visual art; folk teaching; teaching efficacy
描述: 本研究旨在探討國小鄉土視覺藝術課程的編製設計及教學效果之情形，並依據研究結果，提出結論與建議，以供教育主管當局、國小及教師實施藝術與人文學習領域課程－鄉土視覺藝術教學之參考。本研究採文獻分析與行動研究教學實驗。首先，蒐集有關文獻，探討國小鄉土視覺藝術教學的理論與內涵；其次以行動研究教學實驗，探討融合藝術與人文學習領域課程之精神、理念，發展適用於國小五年級鄉土視覺藝術之教學單元；透過實驗教學，觀察分析學生的學習反應，探討學生的學習效果及教學者省思；同時依據協同教師的觀察紀錄、學生學習成果評量、教學評量、省思札記、晤談紀錄等，提供多方面的資料回饋與檢證，分析國小教師對藝術與人文學習領域鄉土視覺藝術教學的看法。本研究獲致下列研究結果發現：一、鄉土資源融入藝術與人文領域，使鄉土視覺藝術教學更具人文的素養。二、鄉土資源融入藝術與人文領域，能充實鄉土視覺藝術教學活動之內涵。三、鄉土視覺藝術單元教學，對學生有反思歷程感受與效果。四、研究者與協同教師具有良好專業成長與轉變。五、國小教師對鄉土視覺藝術教學具有正面看法。六、視覺藝術教學能達到預期水準。七、鄉土視覺藝術課程教學的限制與因應方面：（一）教師教學時數繁重，有效研發課程時數明顯不足（二）視覺藝術教材取得不易，宜多充實圖書設備（三）教師專業能力不足，應積極參與相關藝術課程進修（四）塑造專業、參與、分享與開放的學校文化。（五）民主化的參與視覺藝術課程發展。（六）落實鄉土融入視覺藝術的教學活動。（七）結合社區資源，縮短城鄉差距。（八）建構視覺藝術資源中心。（九）視覺藝術教學的評量，採多元評量方式。（十）進行鄉土視覺藝術的教學研究。依據上述研究發現，對教育主管當局、國小、教師及未來研究，提出下列建議：一、對教育行政機關的建議（一）塑造專業、參與、分享與開放的學校文化。（二）民主化的參與視覺藝術課程發展。二、對國民小學的建議（一）講求有效的鄉土融入視覺藝術教學設計。（二）落實鄉土融入視覺藝術的教學活動。（三）結合社區資源，縮短城鄉差距。三、對教學工作者的建議（一）主動熟知學校社區環境與資源。（二）視覺藝術教學的評量，宜採多元評量方式。（三）進行鄉土視覺藝術的教學研究。四、未來研究的方向（一）研究對象：延伸至國小全年段及國中，具廣泛應用性。（二）研究內容：加入調查視覺藝術網站，進行適用於視覺藝術教學的評估與歸類，加深加廣。（三）研究方法：加入校長或學生的觀點及其他研究方法，比較分析。
The object of the study is to investigate the designing and teaching efficacy of the primary school folk art curriculum, and based on the findings, propose conclusions and suggestions that may be of reference value to the education authorities and faculties of the arts and humanities disciplines. The study employs the combined methodology of literature analysis and active study experiment: first by gathering relevant literature to examine the theories and substance applied in primary school folk art education; second by conducting active study experiment in examining if the ethos and concept applied in the arts and humanities curriculum befits the folk art education for fifth grade pupils, and through experimental teaching, observe and analyse the pupils’ learning reaction to examine the learning efficiency and teaching efficacy. Concurrently teacher assistants’ observational documentation, student learning evaluation, teaching assessment, reflection notes and interview records will be complied as data feedback and for empirical study of primary school masters’ viewpoints on the folk art teaching of primary school arts and humanities curriculum. The study has culled the following findings: I. Infusing folk resources in the arts and humanities discipline can substantiate the literary quality of folk art teaching; II. Infusing folk resources in the arts and humanities discipline can substantiate the content of folk art teaching activities; III. Folk art teaching engenders student reflection and learning efficiency; IV. The researcher and assisting teachers gain positive professional growth and transformation; V. Primary school masters have positive views on folk art education; VI. Folk art teaching can achieve projected standards; VII. Folk art programme limitations and contingencies: 1. Given the heavy duties incumbent upon the teachers, the effective hours for research and development course are significantly wanting; 2. Access to visual art teaching materials is found difficult; hence the library equipment and software should be further substantiated; 3. Teachers are found wanting in relevant skill and knowledge, and should be encouraged to gain further learning; 4. Cultivate school culture that motivates expertise, participation, sharing and open-mindedness; 5. Liberal participation in visual arts programme development; 6. Implement folk culture integration in visual art teaching activities; 7. Incorporate community resources to abridge the gap between cities and rural regions; 8. Build visual arts resources centre; 9. Apply versatile assessment model for evaluating visual arts teaching; 10. Undertake studies of folk art teaching. Based on the aforesaid discoveries, the following suggestions are proposed for relevant future studies by the education authorities, primary schools and teachers: I. Suggestions to education administrative authorities: 1. Fashion school culture that encourages expertise, participation, sharing and open-mindedness; 2. Liberal participation in visual arts programme development. II. Suggestions to primary schools 1. Pursue effective infusion of folk culture in the designing of visual arts curriculum; 2. Implement folk culture integration in visual art teaching activities; 3. Incorporate community resources to abridge the gap between cities and rural regions. III. Suggestions to teaching professionals 1. Take initiations to familiarize with school, community environment and resources; 2. Apply versatile assessment model for evaluating visual arts teaching; 3. Undertake studies of folk art teaching. IV. Future research directions 1. Study Subjects: extend to all primary school spectrum and secondary school to gain prevailing applicability 2. Study Content: introduce addition of visual arts survey website for apposite evaluation and classification to broaden depth and breadth of research 3. Study Methodology: incorporate principal or student viewpoints and other research methodologies for comparative analysis
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建立日期: 2004
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4523
資源來源: NUTN IR

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澎湖灣國小鄉土視覺藝術課程設計及教學效果之研究

林錦霞; Lin, Chin-hsia 劉信雄; HSIN-SHIONG LIU; 教師在職進修課程與教學碩士學位班 2004

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