國小中年級九年一貫「藝術與人文」學習領域課程以視覺藝術為主之教學實驗

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國小中年級九年一貫「藝術與人文」學習領域課程以視覺藝術為主之教學實驗
著者: 李品頤; LEE, PIN-YI
章錦逸; 國民教育研究所
主題: 九年一貫; 藝術與人文; 九年一貫藝術與人文; 視覺藝術; 教學實驗; 中年級; 國小中年級
描述: 本研究乃融合九年一貫「藝術與人文」學習領域之課程精神及當代藝術思潮之精神理念，設計國小中年級以視覺藝術為主之教學單元進行教學實驗，並以新興的檔案評量作為教學之評量方式，以掌握新課程之精神理念、當代藝術的潮流及評量多元化之趨勢，作一教學示範，提供教學者實施九年一貫「藝術與人文」學習領域視覺藝術教學與評量之參考。依上述研究之目的，本研究以台南市中區某國小三年級兩個普通班之兒童為研究對象，進行教學實驗，依據研究的結果與討論，作成以下之結論：一、教學方面 (一) 教學題材宜生活化。 (二) 教學可融入故事，藉以引導兒童創意、想像的能力。 (三) 肢體感官探索可提升兒童的造形能力。 (四) 善用教具及教學媒體，可提升教學成效。 (五) 教師應以作品實例講解創作技巧，並巡堂指導，來提升兒童的創作能力。 (六) 分組教學，各組能力應相當。 (七) 多媒材的創作方式，可讓兒童認識各種材料，並學習處理各種媒材的技巧。 (八) 師生共同創作，可增進兒童的學習興趣及收獲。 (九) 課程統整應彈性增加教學時數。 (十) 掌握課程統整的精神，融入教學創意，並彰顯課程統整的優勢。 (十一) 九年一貫課程之規劃，應著重課程的統整性、連貫性及適切性。 (十二) 透過審美教學，培養兒童欣賞、思考、批判的能力。 (十三) 作品講評活動有其實施之必要性。二、學生方面 (一) 審美教學可由兒童階段開始實施。 (二) 設計立體造形的教學單元，讓兒童發揮造形的能力。 (三) 引導中年級兒童創意想像的發揮，避免其全然傾向寫實的創作表現。 (四) 提供兒童更多製作立體造形的機會，以減低製作上的挫折感。 (五) 建立兒童尊重自己及他人作品的觀念。三、評量方面 (一) 教學評量之方式及評量者宜多元化。 (二) 教學評量宜建立兒童自評、自省的能力。 (三) 評量應兼重學生學習的歷程與結果。 (四) 檔案評量可呈現出兒童的學習歷程及成果表現。 (五) 檔案評量適用於「藝術與人文」學習領域之視覺藝術教育。最後本研究針對九年一貫「藝術與人文」學習領域視覺藝術教育及未來研究提出具體之建議。
The purpose of this study was to demonstrate the teaching and evaluation of visual art in “Art and Humanism” domain of grade one through grade nine curriculum of the middle grade from the experimental teaching to provide implementations for elementary teachers. The units based on the spirit of “Art and Humanism” domain of grade one through grade nine curriculum and that of contemporary art and the portfolio used as assessment were included in this experimental teaching. The samples of this study were chosen from the students of two third-grade ordinary classes in mid area in Tainan. The conclusions of this study were as follows: 1. Teaching (a) The subjects of teaching should be related to children''''s experience of life. (b) Stories can stimulate children''''s creativity and imagination. (c) Self-sensory organs exploration can stimulate children''''s creativity. (d) Using teaching aids and media can promote teaching effect. (e) Teachers should explain the creative skill through actual art works and give individuals instructions to promote children''''s creativity. (f) The ability between groups should be equal when the students are grouped in class. (g) Mixed media teaching can make children know and learn the skills to use the media of every kind. (h) Teacher and students working together can have children''''s learning interests and achievement promoted. (i) There should be more flexibility of the teaching hours in curriculum integration. (j) To show the advantages of curriculum integration. (k) The grade one through grade nine curriculum should be integrated, connected, and suitable. (l) The teaching of appreciation can cultivate children''''s ability of appreciation, thinking and critique. (m) Making comments on children''''s art works is necessary. 2. Students (a) The teaching of appreciation can be started from children''''s stage. (b) Teachers can design the teaching units of three dimensional form for children to guide their ability of modeling. (c) Keep children''''s creativity and imagination flowing but to avoid their entirely realistic tendency of painting growing when they are in the middle grade. (d) Children should be provided more chances of modeling so that their frustration will be reduced and the proficient techniques of modeling will be obtained. (e) To teach children respect their own and others'''' works. 3. Teaching assessment (a) Teaching assessment should be multiple. (b) Children self-assessment should be led. (c) Assessment of children''''s learning process and result should both be important. (d) Portfolio assessment can show children''''s learning process and achievement. (e) Portfolio assessment can be applied to visual art education in “Art and Humanism” domain. Finally, this study provided suggestions of visual art education in “Art and Humanism” domain of grade one through grade nine curriculum and future research.
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建立日期: 2000
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4771
資源來源: NUTN IR

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國小中年級九年一貫「藝術與人文」學習領域課程以視覺藝術為主之教學實驗

李品頤; LEE, PIN-YI 章錦逸; 國民教育研究所 2000

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