藝術與人文學習領域概念統整課程建構能力指標轉化之理論與實務研究－以第三學習階段為例－

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題名:
藝術與人文學習領域概念統整課程建構能力指標轉化之理論與實務研究－以第三學習階段為例－
著者: 王郁雯; Wang, Yu-Wen
林朱彥; Chu-Yen Lin; 音樂教育學系碩士班
主題: 藝術與人文學習領域; 課程設計; 能力指標轉化; 概念統整課程; Curriculum Design; Concept Integrated Curriculum; Arts and Humanities Learning Areas; Competence Indicators Transformation
描述: 本研究針對「藝術與人文」學習領域第三學習階段之分段能力指標，依據李坤崇之核心概念交錯分析法，解析轉化其所含之概念內涵，據以建構藝術概念統整之課程架構，並敦請專家學者，針對能力指標轉化與藝術概念統整課程架構，進行諮詢評估與檢核，以提供學校本位藝術課程研發、教師設計藝術與人文學習領域統整課程，以及日後解析轉化藝術與人文學習領域能力指標之參考。依據研究結果與發現，本研究獲致結論如下：一、概念是一適當的課程組織中心，能充分達到統整的目的；概念統整課程設計之架構與模式，即是將課程內容中相關的概念加以解析、重組成為一個概念網，並據此設計教學活動。二、藝術與人文學習領域課程多元，以生活為中心，強調與學生生活經驗相連結；而藝術與人文學習領域能力指標，是針對藝術核心概念、基本知能內涵所訂定的教學與學習指標。三、藝術與人文領域課程之分段能力指標中，涵蓋許多音樂、視覺藝術與表演藝術之學科概念及共通的藝術概念語彙；三學科可運用共通的藝術形式與美學概念作為統整的主題。四、分段能力指標在藝術與人文學習領域課程內涵層次中，承上啟下，定位重要；解析轉化能力指標，設計藝術與人文課程，可落實九年ㄧ貫課程之精神。五、藝術與人文學習領域能力指標抽象籠統，內含許多學科概念及共通的藝術概念語彙，不能直接作為教學目標，解析轉化在課程實施上有其需要性；而能力指標的轉化方式多樣，應依課程設計或教學之需要擇取合適之轉化策略。六、解析「藝術與人文」學習領域分段能力指標及學科概念內涵，是教師在進行藝術與人文課程統整設計時必要之課題，也是必備之能力。七、解析、轉化藝術與人文能力指標與音樂、視覺藝術與表演藝術學科之共通概念，建構課程概念網，並據此規劃課程，為「藝術與人文學習領域概念統整課程」設計之可行方式。八、本研究分「能力指標解析與轉化」及「藝術概念統整課程架構設計」二階段，建構「藝術與人文學習領域第三學習階段能力指標解析轉化與藝術概念統整課程架構」，並據此設計課程，獲得專家學者之認同及肯定。最後，研究者依據研究結果，提出相關建議，以提供教育相關單位、教材編輯者、教師教學及後續研究參考。
By using Lee Kuen-Chong’s core concept cross-analysis, this study aims at interpreting and transforming concepts of the competence indicators of the third learning stage in Arts and Humanities Learning Areas, and constructing the frame of concept integrated curriculum for Arts. Also, specialists and researchers were invited to evaluate and exam both the competence indicators transformation and concept integrated curriculum frame. In addition, relevant suggestions based on research results are provided as references for school-based arts curriculum development, curriculum design, and future interpretation of the competence indicators transformation in Arts and Humanities Learning Areas. Major findings of the research are listed as following: 1.Being the focus of curriculum organization, concept helps integrate curriculums. concept integrates frames and models for curriculum design, meaning that it interprets the related concepts within a curriculum, and recombines them into a concept map. Teaching activities are then designed based on the map.2.There are various kinds of curricula in Arts and Humanities Learning Areas, focusing on life experiences and emphasizing on the connection with students’ daily life. On the other hand, competence indicators in Arts and Humanities Learning Areas are teaching and learning indicators set out for key concept and basic connotation of the concept of arts.3.The competence indicators in Arts and Humanities Areas contain a lot of concept terms from individual and common concept of music, visual art, and performing art. The three disciplines could use the shared art forms and esthetics concept to be the theme for integration.4.Position of the competence indicators in Arts and Humanities Learning Areas is important. Interpreting and transforming competence indicators, and designing arts and humanities curriculum could help put “Grades 1-9 Curriculum” into effect.5.Competence indicators in Arts and Humanities Learning Areas are vague and ambiguous. A lot of discipline concept and terms are contained. It is impossible to make these Indicators teaching goals until they are interpreted and transformed. However, methods of transformation are various and we have to choose different transforming strategies for different curriculum design and teaching strategies.6.A teacher must be able to interpret competence indicators and connotation of discipline concept in Arts and Humanities Learning Areas when integrating and designing curriculum in arts and humanities.7.To design for concept integrated curriculum in Arts and Humanities Learning Areas, interpreting and transforming competence indicators in arts and humanities and the common concept between music, visual art and performing art, constructing concept map for the curriculum, and designing the curriculum based on the map is one of the workable methods.8.To interpret and transform competence indicators in Arts and Humanities Learning Areas for the third learning stage, and to construct curriculum construction of concept integrated curriculum for arts, this study is divided into two stages—interpreting and transforming competence indicators, and designing and constructing concept integrated curriculum for arts. The designed curriculum based on them is approved by other specialties and researchers. Finally, researcher proposed the relevant suggestions based on research results to provide references for education unit, teaching material editor, teacher and future researchers proceeding related studies.
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建立日期: 2006
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4127
資源來源: NUTN IR

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藝術與人文學習領域概念統整課程建構能力指標轉化之理論與實務研究－以第三學習階段為例－

王郁雯; Wang, Yu-Wen 林朱彥; Chu-Yen Lin; 音樂教育學系碩士班 2006

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