國小六年級藝術統整課程之行動研究－以音樂與視覺藝術共通的藝術形式為主軸－

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國小六年級藝術統整課程之行動研究－以音樂與視覺藝術共通的藝術形式為主軸－
著者: 卓淑惠; Chou, Shu-huei
林朱彥; Chu-Yen Lin; 教育經營與管理研究所
主題: 統整課程; 藝術與人文; 視覺藝術; 行動研究; 方案教學; Arts and Humanities Learning Areas; Action Research; Arts Education; Integrated Curriculum; Project Approach
描述: 本研究針對九年一貫藝術與人文課程施行後，研究者在教學上所遇到的困境，分析現行教材及訪談藝文教師確立問題；以行動研究之方式，規劃及實施以音樂與視覺藝術共通的形式原理為主軸的音樂與視覺藝術統整課程方案教學，透過教學觀察、省思檢討與視導訪談，評估教學成效及可行性；研究歷程包含：發現、分析與確定所遭遇的課程問題，研擬解決問題的可能行動策略，尋求合作夥伴，執行教學方案，反省與評鑑等。依據研究結果與發現。本研究獲致以下結論：一、藝術與人文學域是現行國中小學校藝術教育課程，其理念內涵深受後現代藝術教育觀之影響；涵養人文精神、重視課程統整、強調在生活中實踐藝術、教學多元化、生活化、科技化、重視體驗與覺察是課程最主要的內涵特色。二、藝文課程實施之後，藝文教師的角色定位已從藝文課程教學者，轉變為課程的研究者、設計者、實踐者與評鑑者。三、九年一貫課程實施之後，課程統整與教學是藝術與人文課程實施的癥結問題，包括：現行藝文教材統整方式偏向主題統整、音樂欣賞教學氾濫未經規劃、教學設施無法配合、教師專業能力不足。四、音樂與視覺藝術具有共通性，從相同的美學概念中找出共通的形式原理來規劃音樂與視覺藝術課程統整教學方案是可行的，可解決藝術與人文課程統整教材與教學問題。Ⅰ五、實施音樂與視覺藝術統整課程方案教學之策略運用，包括：利用科技激發學習動機與豐富學習環境、使用視聽媒體進行教材整合、引用生活情境詮釋美學概念、課程學習活動兼顧生活實踐與應用、由共同美學概念的學習滋長人文素養。六、音樂與視覺藝術統整課程方案教學評鑑結果：課程設計方面具體可行，教學方面確實能培養學生藝文興趣與應用知能；並達成解決教學情境及促進教師專業成長之實施成效。最後，研究者依據研究結果，對藝術與人文教學者、相關單位、研究者學校藝術與人文領域之實施及後續研究者提出相關建議。
In response to the difficult situations that the researcher encountered at teaching after Grade 1-9 Arts and Humanities curriculum was implemented, this research analyzed the teaching materials in use and interviewed art and art teachers to locate the problems. Using an action research approach, this research planned and implemented music and visual art integrated curriculum project approach that were centered on the form common to music and visual art, and evaluated the effectiveness and feasibility of instruction through observation of teaching, reflection and examination, and supervisory interviews. The process of research included: discovery, analysis and location of the problems that were encountered; designing action strategies that could solve problems; seeking partners of cooperation; implementing instructional plans; and reflecting and evaluating. Based on the results and findings of research, this research has come up with the following conclusions:I. The Arts and Humanities learning areas is the arts education curriculum practiced in secondary and elementary school, which content has been heavily influenced by the post-modern fine arts education perspectives. Cultivating humanistic spirit, emphasizing curriculum integration, championing implementing fine arts in life, diversifying instruction, incorporating instruction in life, supporting instruction with technology, cherishing personal experience and perception are the major characteristics of the curriculum.II. After the Arts and Humanities curriculum was implemented, the role of Arts and Humanities teachers as the instructor of curriculum has been redefined as the researcher, designer, executor, and evaluator of curriculum.III. After Grade 1-9 curriculum was implemented, curriculum integration and instruction has been identified as the critical problem inherent in the implementation of Arts and Humanities curriculum, including: Arts and Humanities teaching materials are integrated around themes, the instruction of music appreciate is in disarray and excessive, instructional facilities cannot meet the needs, and professional ability of teachers is not sufficient.IV. Music and visual art have common characteristics. It is feasible to find out common forms and principles from the same aesthetic concepts and use them to plan music and visual art integrated curriculum project approach. This can also solve the problems inherent in integrated teaching materials and instruction of Arts and Humanities curriculum.V. The strategies to implement the project approach of music and visual art integrated curriculum include: using technology to arouse learning motivation and enrich the learning environment, using AV media to integrate teaching materials, using life situations to interpret aesthetic concepts, curriculum learning activities taking care of both implementation in daily life and application, nurturing humanistic literacy through the common aesthetic concepts.VI. The results of evaluation of music and visual art integrated curriculum project approach: curriculum design must be concrete and feasible, instruction must be able to cultivate students’interest in Arts and Humanities and skills, and instructional situations must be solved and the professional growth of teachers must be achieved.Finally, based on the research results, the researcher proposed related suggestions to teachers of Arts and Humanities, concerned agencies, the implementation of Arts and Humanities curriculum at the school where the researcher works, and ensuing studies in the future.
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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/987654321/5283
資源來源: NUTN IR

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國小六年級藝術統整課程之行動研究－以音樂與視覺藝術共通的藝術形式為主軸－

卓淑惠; Chou, Shu-huei 林朱彥; Chu-Yen Lin; 教育經營與管理研究所 2005

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