視覺藝術統整課程之實驗研究—以國小環境議題統整課程實施為例—

Abstract

因應社會與藝術界的轉變，統整課程成為課程發展的主要取向，而視覺藝術教育中藝術源於生活的背景，能使知識間的連結脈絡更貼近生活與文化，廣大的融合特性適於整合其它學科。本研究之目的在於探討統整課程中視覺藝術課程的相關理念與模式，並依據美國TETAC(Transforming Education through the Arts Challenge)課程結構結合環境議題研發以視覺藝術為核心的統整課程「環境藝診」，探討國小學生接受本實驗課程後的學習成效。 本研究對象為台北市某國小六年級學生，採單一受試者研究設計實施課程，每週兩節的教學實驗為期六週。實驗後取得學生之學習單與前、後測資料作為評量依據，並以推論本研究課程之可行性。茲將本實驗結果主要發現，摘述如下﹕ (一)依據相關理念探討發現視覺藝術教育統整課程內容與社會關聯，符合後現代的意識形態。 (二)視覺藝術教育統整課程可以提高學生探討圖像、多元詮釋、及建構觀念等藝術思維能力。 (三)當代藝術品與視覺影像的運用，可以結合社會議題發展出視覺藝術為核心之統整課程。 (四)視覺藝術為核心之統整課程將視覺藝術學習提高至思考層次。 最後，根據研究發現，研究者對視覺藝術統整課程之實務與相關研究提出建議，以提供未來藝術教育供作者參考。Along with the transition of society, integrated curriculum has become the main trend in school curriculum development. How art related to life makes the connection among different knowledge get closer to people’s life and culture. That is why visual art education, with the feature of immense integration and the background that arts ‘derives’ from life, is appropriate to be integrated with other subjects. This study aims to explore the relevant concepts and modes of visual arts curriculum in integrated curriculum. In addition, based on the curriculum framework of TETAC (Transforming Education through the Arts Challenge)(USA), the environmental issues are connected with to develop ‘the artistic diagnosis of environment’, a visual-art-centered integrated curriculum, to explore students’ learning proficiency after their participation of this experimental curriculum. The objects for this research are the sixth-grade students of an elementary school in Taipei City. The curriculum is implemented under the single-participant research design. It is practiced as a six-week long experiment with two classes per week. Afterwards, students’ worksheets and pre- and post-test data are collected as the basis of assessment, and to infer the feasibility of this curriculum. The findings in this study are as follows: First, according to the research, integrated curriculum of visual art education related to the social issues is corresponded with post-modern ideology. Secondly, integrated curriculum of visual art education enhances student’s ability of thinking in the art, i.e. icons exploration, multi-interpretation and concept construction, etc. Thirdly, the application of contemporary art works and visual images can be connected with the social issues to develop visual-art-centered integrated curriculum. Fourthly, visual-art-centered integrated curriculum promotes the learning of visual arts onto the level of thinking (towards the opportunities for thinking). |In conclusion, drawing on the findings, suggestions for the experimental teaching result in visual art integrated curriculum and the relevant research are provided for the future art educators’ reference.