國小啟智班教師對藝術治療理念融入休閒教育領域美勞課程教學認知與實踐之研究

Abstract

藝術治療近年成為許多領域關切的議題，越來越多關於身心障礙兒童藝術治療活動的成果被討論，甚至提出「藝術教育治療」的理念，而國小啟智班休閒教育領域美勞課程即為適合實施融入藝術治療理念藝術活動之場域。 本研究從國小啟智班教師的角度出發，探究教師於休閒教育領域美勞課程中融入藝術治療理念之教學認知與教學實踐，並分析不同背景教師其美勞教學認知與實踐之差異，探討教師教學認知和教學實踐之間的關係，且進一步了解教師於教學過程當中所面臨之困難，以尋求因應之道。本研究以自編之「國小啟智班教師藝術治療理念融入美勞課程之調查問卷」為調查工具，研究對象為全國國小啟智班教師，總計寄發600份問卷，回收有效問卷共計498份，回收率達83%。研究資料分析依照研究問題分別使用SPSS 12.0統計軟體進行描述統計、t考驗、單因子變異數分析。此外，並以AMOS 4.0統計軟體以多元方程結構模式分析法針對本研究所提出之教師教學認知影響教學實踐模型圖進行整體適配分析。經上述研究歷程，本研究獲得以下主要研究結果： 一、國小啟智班教師認同在美勞課程融入藝術治療之教學理念。 二、國小啟智班教師將藝術治療理念融入美勞教學實踐之現況良好。 三、國小啟智班教師藝術治療理念融入美勞課程之教學認知方面，特教系和師資班畢業教師之教學認知高於在職修習特教學分者；年資未滿15年之教師高於15至19年之教師；修習藝術治療課程及研習教師的教學認知高於無任何藝術治療經驗者。 四、國小啟智班教師藝術治療理念融入美勞課程之教學實踐方面，女教師之實踐度高於男性教師；20至30歲教師高於40至50歲教師；特教系和師資班畢業教師之教學實踐高於在職修習特教學分者；特教年資未滿15年之教師高於15至19年之教師；具藝術專業訓練教師高於無經驗；有藝術治療背景高於無藝術治療背景的教師。 五、根據修正後模式發現，國小啟智班教師藝術治療理念融入美勞課程之教學認知會影響其教學實踐。 六、國小啟智班教師藝術治療理念融入美勞課程之教學認知程度顯著高於其教學實踐。 七、國小啟智班教師藝術專業知能和觀念缺乏、學生障礙程度提高、教學人力不足和經費不夠與專業團隊執行不易等困難是教師實施藝術治療美勞課程 所面臨之困境。 最後根據研究結論，針對教育行政與師資培育機關、國小啟智班教師、藝術治療專業從業人員與後續研究等分別提出具體建議，並回顧、分享研究的歷程與心得。

Art therapy became popular by many domains recently in Taiwan. More and more research results regarding children with disabilities have been discussed. A new concept, named “art education therapy ”, has been formed. However, many scholars support that art activities with art therapy concept are suitable for applying to leisure education curricula of special classes. This study first analyzed teachers’ cognitions and practices of art education therapy into art class within leisure education curricula. Furthermore, this study distinguished the differences between teaching cognition and practice among teachers with different backgrounds and discussed the relationship between teaching cognition and practice. Finally, some difficulties were told by teachers when encounting the execute art curricula and some strategies were offered by this study. Questionnaire survey was used in this study and the subjects were 600 teachers from all the country. The valid sample were 498, and valid response rate was 83%. Quantitative analytical methods are including descriptive statistics, t-test and ANOVA from SPSS12.0 software. The theory of this study was constructed by using exploration method, and attested in the SEM analysis from AMOS 4.0 software. According to the results of this study, the following conclusions were obtained： 1.Teachers agreed the teaching idea that art curricula should integrate with art therapy concept. 2.Teachers presented a positive execution of integrating the art curricula with art therapy concept. 3.About art therapy teaching cognition, teachers graduated from Department of Special Education and teachers trained post-graduate scored higher than studying special education credit at evening and graduate studies; teachers serve less than 15 years scored higher than 15 to 19 years; teachers studied art therapy course scored higher than novices. 4.About art therapy teaching practice, female teachers performed higher than male; teachers 20 to 30 years old performed higher than 40 to 50; the teachers graduated from Department of Special Education and teachers trained post-graduate higher than studying special education credit at evening and graduate studies; teachers serve less than 15 years performed higher than 15 to 19 years; teachers have art experience performed higher than novices；teachers have art therapy experience performed higher than no experience. 5.According to corrected SEM model, the art therapy teaching cognition of teachers will influence their teaching practice. 6.The art therapy teaching cognitive of teachers was higher than their teaching practice. 7.Teachers’ lack of professional art therapy knowledge, the serious handicap level of students, short of assistants in class and difficulties of team cooperation, were the disadvantages that influence teachers’ integrating of art therapy concept into art curricula.. Finally, according to the conclusions, several suggestions were proposed for the educational administration organizations and teacher’s cultivator institute, the teachers of speccial classes, the art therapy personnel and future researches. Meanwhile, the author shared personal reflection about conducting the research for readers.