台灣地區國小美術班課程實施現況之調查研究

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題名:
台灣地區國小美術班課程實施現況之調查研究
著者: 劉國昌; Liu, Kou-chang
吳昆壽; none; 特殊教育學系碩士班
主題: 課程發展與實施; 美術班; Artistic Talent Classes of Fine Arts; Development and Practical Application of Curricu
描述: 本研究目的在了解台灣地區國小美術班課程實施的現況，探討美術班課程發展情形與課程內容，並分析課程目標與課程領域，以提供訂定國小美術班課程綱要和課程發展與實施的參考。研究方法採用問卷調查法，研究對象為美術班全體專任美術老師，研究工具為研究者自編之「國小美術班課程實施現況調查表」。研究結果摘要如下：一、美術班課程發展的現況(一) 課程設計時以選擇「九年一貫藝術與人文領域課程綱要」和「國民小學美勞課程標準」兩種課程理論模式最多。(二) 課程設計時九成以上的老師訂有課程架構，也有九成以上的老師認為需要有一套課程架構作為課程設計的參考。(三) 美術班每週美術課程節數以6節最多。除藝術與人文領域的課程時間外，安排在彈性上課和綜合活動領域的節數最多。(四) 百分之九十九的老師，每學期總是或時常擬訂教學計畫。(五) 百分之百的老師在課程設計前對學生能力、興趣或需要作評估。(六) 美術班課程與教學規劃，九成由專任美術老師共同討論，和七成五由老師獨自設計完成。(七) 課程實施之後，有九成以上的老師會作自我評鑑並視需要作課程修正。(八) 美術班以專任美術老師自行設計和共同編訂的教材來源使用頻率最高。(九) 美術班老師會多方運用校內教學資源；對於校外資源使用頻率較低。二、美術班課程實施內涵的現況(一) 國小美術班的課程目標：專任美術老師認為美術班課程目標有九項最重要。(二) 美術班課程實施內容的現況1. 整體課程實施現況：「美術基本理論與技能課程」與「美術創作課程」兩個領域，最確實「提供」和「落實」。而「統整課程」領域，最不確實「提供」和「落實」。「情意發展課程」領域，呈現高「提供」、低「落實」的情形。2. 美術基本理論與技能課程實施現況：最確實「提供」和「落實」的課程，有藝術品介紹、藝術家介紹、想像與創造力開發、構圖與習作、平面基本造形、明暗與光影練習、色相與彩度練習、美術作品欣賞與描述、美的原則與形式、傳統美術欣賞、自然材料介紹和習作、立體空間造形、材料試探與技法練習、人物造形練習等。3. 美術創作課程實施現況：最確實「提供」和「落實」的課程，有綜合媒材創作、海報設計創作、實物寫生、彩畫創作、素描創作、雕塑藝術創作、彩墨創作、版畫創作等。4. 統整課程實施現況：最確實「提供」和「落實」的課程，有結合美術創作與歷史文化的鑑賞課程；結合社會文化和自然環境資源的美術活動課程；屬於合作學習的創作表演課程；結合文字符號的美術表現紀錄寫作課程等。5. 情意發展課程實施現況：最確實「提供」和「落實」的課程，有審美生活與態度、自我藝術概念、自我了解等。三、美術班課程實施調整情形的現況美術班在實施課程時對於課程內容、歷程、成果、環境等，都能依實際教學狀況做適當的課程調適。四、美術班現況課程發展與實施的困難美術班專任美術老師在課程設計或實施過程，遭遇最大的五項困難是：面對學生升學的壓力、實施個別化教學的困難、教學時間不充足的困境、教學設備的改善與補充、辦理與美術教學無關的活動等。
The goal of research is to comprehend the status of artistic talent classes in elementary school being put into practice in Taiwan, discussing the developing situation and the contents of the curriculum, analyzing the goal and the domain of this class, to provide reference materials for the curriculum subscriptions, development and practical status of the elementary art classes. The research is being done through questionnaire; the subjects are full-time teachers from art classes; and the research tool is “The Questionnaire of the status of artistic talent classes in elementary school being put into practice in Taiwan”.The research results are as follows:The Present Development Situation of the Art Classes1. The selection of curriculum design favors two curriculum theory patterns the most,“Grade 1-9 Curriculum Guidelines for Arts and Humanities”and “Curriculum Guidelines for art and craft classes in the elementary school”.2. During the process of curriculum design, over ninety percent of the teachers are planning the curriculum structure; also,over ninety percent of the teachers think that the referential curriculum structure is necessary to the design of curricula.3. The Artistic talent classes of fine arts should at most take up to 6 classes each week. Besides classes of arts and humanities, the arrangement of classes should be focused on flexibility classes and in the territories of general activities.4. Over ninety-nine percent of the teachers are most likely to draft up their teaching plan every semester.5. All the teachers have evaluated their students according to their abilities, interest and requirements before curriculum design.6. Ninety percent of the curriculum of art classes and the teaching plan are discussed by the full-time art teachers, and seventy-five percent are being designed independently by teachers.7. After the curriculum is being applied and put into practice, over ninety percent of the teachers are to go through self-assessment process and correct their curricula.8. The most highly used teaching material for the artistic talent classes of fine arts are those independently or mutually designed teaching materials.9. Teachers of the artistic talent classes would make use of the resources provided by the school in multiple ways; resources outside of the school are rarely being used.The Present Situation of the Contents of the Artistic Talent Classes1. The goal for the elementary artistic talent classes: Full-time art teachers think that there are nine important elements for this goal.2. The Present Situation of the contents of the Artistic Talent Classes(1) The integral curriculum status: “Basic art theories and techniques class” and “Art creation class” both areas are certain of“provide” and “fulfillment”. While “Integrated curriculum” is most uncertain on “provide” and “fulfillment”. “Sentimental development classes” appears to be high on“provide”, but low on“fulfillment”.(2) The curriculum status of basic art theories and techniques classes: The curriculum which is most certain in “provide” and “fulfillment” aspect, including artwork introduction, artist introduction, exploitation of imagination and creation, sketches and homework, 2D basic modeling, practice of dark/bright light/shade, practice of hues/color, artwork appreciation and description, basic principles and forms of beauty, traditional art appreciation, natural material introduction and homework, 3D modeling, material exploration and technique practicing, practice on figure modeling, etc.(3) The curriculum status of Art creation classes: The curriculum which is most certain in “provide” and “fulfillment” aspect, including comprehensive media creation, poster designing creation, material sketching, color painting creation, sketching creation, art sculpting creation, ink painting creation, engraving creation, etc.(4) The curriculum status of integrated curriculum: The curriculum which is most certain in “provide” and “fulfillment” aspect, including appreciation classes combining artistic creation and cultural history; art activity classes combining social culture and natural resources; creative performance classes which belongs to integral learning; artistic performance of recording/writing classes combining language characters and symbols; etc.(5) The curriculum status of sentimental development classes: The curriculum which is most certain in “provide” and “fulfillment” aspect, including appreciation of life and attitude, self-concept of art, self-interpretation, etc.The Adjustment Status of Artistic Talent CurriculumThe curriculum contents, process, result and environment, etc. of the artistic talent classes, can be adjusted according to the practical status of the class.The Difficulties of Artistic Talent Curriculum DevelopmentFull-time art teachers are confronted with five major difficulties in their process of curriculum design and practical experience: Students’ pressure among education advancement, difficulties on individual teaching, insufficient time on teaching, improvement and replenishment of teaching facilities, conducting activities irrelevant to art education, etc.
碩士
建立日期: 2007
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3661
資源來源: NUTN IR

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台灣地區國小美術班課程實施現況之調查研究

劉國昌; Liu, Kou-chang 吳昆壽; none; 特殊教育學系碩士班 2007

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