澎湖縣石泉國小五年級陶藝鑑賞課程設計與實施成效之研究

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題名:
澎湖縣石泉國小五年級陶藝鑑賞課程設計與實施成效之研究
著者: 朱劍忠; Zhu, Jian-zhong
歐陽誾; Yin Ou-Yang; 教管所課程與教學（澎湖）碩士班
主題: 課程設計; 陶藝鑑賞; 課程實施; 陶藝鑑賞能力; 國民小學; curriculum implementation; the ability of ceramic appreciation; curriculum design; elementary school; ceramic appreciation
描述: 本研究主要目的在探究澎湖縣石泉國小五年級陶藝鑑賞課程設計與實施之成效。以自編的陶藝鑑賞課程，對澎湖縣石泉國小五年級學生進行五週十節課之實驗教學，進而歸納出適合的課程內容與教學策略，實驗教學前後並施以陶藝鑑賞能力測驗，了解學生陶藝鑑賞能力提升情形，並在課程結束後以學習意見調查表調查學生對實驗課程的看法及改進建議。綜合上述，提供具體改進建議作為建立石泉國小發展學校本位課程的依據。茲臚列本研究的結果如下：一、在陶藝創作技法、視覺形式原理和視覺要素融入陶藝鑑賞課程上，需與學生創作經驗相聯結，並以「反覆、對稱、對比、漸層、律動」和「線條、色彩、形狀」的學習效果較佳。二、「仿實物」的陶藝品適合作為入門教材；以「茶壺」為主題的課程單元適合讓學生了解「現代陶藝」的創意與多變，而以「人體」為素材的陶藝品，應避免在此學習階段出現。三、從陶藝鑑賞能力測驗的結果中可看出，學生的陶藝鑑賞總體能力已有提升，「內容描述、形式分析、意義解釋、價值判斷」等能力的提升情形是依次降低的，所以「內容描述」和「形式分析」能力應列為此學習階段之規劃重點。四、課程內容首需配合學生能力，在「內容描述」和「形式分析」能力尚未發展成熟之際，「意義解釋」能力是可被置入的。五、以資訊融入方式呈現陶藝鑑賞教學網站及教學簡報，是適合使用於陶藝鑑賞課程的教學媒體與策略。六、「對話法」在陶藝鑑賞教學的使用上，具有良好的成效，但需仔細規劃提問問題，教學者也要作好事前準備並遵循其實施原則。七、學生參與實驗課程後，對課程規劃和實施都表示喜歡並抱持肯定的態度，藉由此課程的接觸，對陶藝的學習興趣也相對增加。
The purpose of this research was to investigate the ceramic appreciation curriculum design and implementation outcomes of fifth grade students in Shi-Quan Elementary School, Penhu County. The self-designed ceramic appreciation curriculum was applied to fifth grade students for ten sections within five weeks in order to decide the appropriate course contents and teaching strategies. A ceramic appreciation test was given to each student before and after the experiment for evaluating his/her performance. Each student was also required to fill out a questionnaire to give his/her suggestions about the class. The results of this study may provide the foundation to develop the school-based curriculum for Shi-Quan Elementary School. The results of this study were as followed:1.For the design of ceramic appreciation curriculum, ceramic creation skills, visional principles and components were needed to be combined with students’ creation experience. Both of “repetition, symmetry, contrast, layer, and rhythm” and “line, color, and shape” were the most effective lessons for learning.2.Imitation of real ceramic objects could be the teaching materials for the introduction level. For example, imitation class for “tea pot” may fit for students to understand the creativity and variation of modern ceramics, but human body imitation might be hard for students in this level.3.The student’s abilities of ceramic appreciation were enhanced according to the result of ceramic appreciation test, and their abilities of “content description”, “formal analysis”, “meaning interpretation” and “value evaluation” were decreasing by sequence. The curriculum design should focus on building student’s abilities of “content description” and “formal analysis” in fifth grade level. 4.Curriculum design should match with students’ abilities first. “Meaning interpretation” can be taught before “content description” and “formal analysis”.5.The ceramic appreciation website and power point presentation by using computer-integrated instruction were appropriate instructional media and teaching strategies.6.Using the “dialogue” teaching strategy in ceramic appreciation class was effective but teachers had to follow the teaching principles and well prepare the questions in advance.7.Students who participated in this experimental class showed positive attitudes towards curriculum design and implementation. By attending the class, students’ interests of learning ceramics were increased.
碩士
建立日期: 2005
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5398
資源來源: NUTN IR

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澎湖縣石泉國小五年級陶藝鑑賞課程設計與實施成效之研究

朱劍忠; Zhu, Jian-zhong 歐陽誾; Yin Ou-Yang; 教管所課程與教學（澎湖）碩士班 2005

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