批判思考教學法應用於國小藝術鑑賞教學之實驗研究

Abstract

本研究主要目的在探討批判思考教學法對國小學生藝術鑑賞能力的影響。本研究採不等組之前、後測實驗設計，以彰化縣民生國小六年級學生作為研究對象，共計八十一人，以班級為單位，隨機分派實驗組、對照組各一班，實驗組接受批判思考教學法，對照組接受現有教學法，兩組同樣接受每週兩節，每節四十分鐘，為期六週的實驗教學，並在實驗前後接受藝術鑑賞能力測驗。 本研究資料分析乃透過單因子多變項共變數分析與單因子共變數分析，來驗證批判思考教學法對學生藝術鑑賞學習成效與能力之影響，藝術鑑賞能力包括內容描述、形式分析、意義解釋與價值判斷的能力。茲將本實驗結果主要發現，摘述如下： （一）從形成性評量來看 1.批判思考教學法能有效增進學生藝術鑑賞之「內容描述」學習成效。 2.批判思考教學法未能有效增進學生藝術鑑賞之「形式分析」學習成效。 3.批判思考教學法能有效增進學生藝術鑑賞之「意義解釋」學習成效。 4.批判思考教學法能有效增進學生藝術鑑賞之「價值判斷」學習成效。 （二）從總結性評量來看 1.批判思考教學法能有效增進學生藝術鑑賞之「內容描述」能力。 2.批判思考教學法能有效增進學生藝術鑑賞之「形式分析」能力。 3.批判思考教學法能有效增進學生藝術鑑賞之「意義解釋」能力。 4.批判思考教學法未能有效增進學生藝術鑑賞之「價值判斷」能力。 （三）實驗組學生對批判思考教學應用於藝術鑑賞教學抱持正面肯定的評價。 最後，根據研究發現，研究者對未來應用批判思考教學法於藝術鑑賞教學之實務與相關研究提出建議。

The major purpose of this study is to explore the effects of the teaching pedagogy of critical thinking among sixth grade students of an elementary school. This experiment used the pretest-posttest nonequivalent-control group design. The subjects of the research are students from one of the elementary school in Changhua . There are eighty-one students in total. An experimental class randomly assigned to the treatment group and the control group. The teaching pedagogy of critical thinking was applied to the treatment group while the present teaching method to the control group. Both of the groups had the same schedule of two classes per week, forty minutes per class for six weeks, and all subjects took the pretest and the posttest for the Art Appreciation Ability Test. The experiment was analyzed with both Multivariate analysis of covariance （MANCOVA）and analysis of covariance（ANCOVA） in order to identify the influences of the teaching pedagogy of critical thinking in art appreciation learning performance and ability. The art appreciation ability includes content description、formal analysis、meaning interpretation and value evaluation ability. The findings in this study were as follows: I. formative assessment 1. The teaching pedagogy of critical thinking can improve students’ performance of content description ability effectively. 2. The teaching pedagogy of critical thinking can’t improve students’ performance of formal analysis ability effectively. 3. The teaching pedagogy of critical thinking can improve students’ performance of meaning interpretation ability effectively. 4. The teaching pedagogy of critical thinking can improve students’ performance of value evaluation ability effectively. II. summative assessment 1. The teaching pedagogy of critical thinking can improve students’ ability of content description ability effectively. 2. The teaching pedagogy of critical thinking can improve students’ ability of formal analysis ability effectively. 3. The teaching pedagogy of critical thinking can improve students’ ability of meaning interpretation ability effectively. 4. The teaching pedagogy of critical thinking can’t improve students’ ability of value evaluation ability effectively. III. The treatment group held positive evaluation about the teaching pedagogy of critical thinking applied to the art appreciation teaching. Finally, the researchers provided an experimental teaching result, limitation, and suggestions for the further research in the field of art appreciation teaching at the elementary school.