資訊素養以協同教學模式融入國中藝術鑑賞課程之研究

Abstract

本研究旨在利用協同教學模式進行資訊素養課程融入國中藝術鑑賞教學，藉以探討資訊素養課程融入國中藝術鑑賞教學相互之間的關係以及對學生的學習成效影響程度。研究採實驗法設計中不等組之前、後測實驗設計，實驗組接受利用協同教學模式進行資訊素養課程融入國中藝術鑑賞教學課程，控制組接受一般教學法，兩組同樣接受每週兩節，每節四十五分鐘，為期六週的實驗教學，並在實驗前後接受資訊素養能力與藝術鑑賞能力測驗，課程中並利用藝術鑑賞學習單了解學生的學習情形。 本研究資料分析乃透單因子共變數分析與T考驗，來驗證利用協同教學模式進行資訊素養課程融入國中藝術鑑賞教學，學生資訊素養能力與藝術鑑賞學習成效與能力之影響及相關情形。資訊素養能力包括圖書館素養、電腦素養、網路素養、媒體素養。藝術鑑賞能力包括內容描述、形式分析、意義詮釋。〈價值判斷的能力不列入本研究的測驗中，只在教學方案與學習單的部份加以討論〉茲將本實驗結果主要發現，摘述如下： 一、實驗組學生在「藝術鑑賞能力測驗」顯著高於控制組學生，其中又以「意義詮釋」部分顯著高於控制組。 二、不同學習成就的實驗組學生分組中，高分組學生在「資訊素養能力測驗」、「網路素養」、「媒體素養」，顯著高於低分組。 三、不同學習成就的實驗組學生分組中，高分組學生在「藝術鑑賞能力測驗」、「形式分析」，顯著高於低分組。 四、不同性別的實驗組學生，女生在「圖書館素養」顯著高於男生。 最後，根據研究發現，研究者對未來應用資訊素養以協同教學模式融入藝術鑑賞教學課程之實務與相關研究提出建議。

The purpose of study was to explore influences of team teaching on a junior high school art appreciation course embedded with information literacy curriculum. Two groups of students were used as test subjects, and non-equivalent pretest-posttest control group design was used to collect the data. With the analysis from the observation of students’ learning process, statistical methods of t-test and ANCOVA were also used to analyze the data. Major findings and results were discussed below: 1. Significant difference existed in the “art appreciation ability testing” between the experimental and the controlled group. The experimental group performed better than the controlled group especially in the “meaning explaination” category. 2. Significant difference existed in the “information literacy” among high and low learning achievement students of the experimental group. The high achievement group performed better than the low achievement group especially in the “network literacy” and “media literacy” categories. 3. Significant difference existed in the “art appreciation ability testing” among the high and low learning achievement students of the experimental group. The high achievement group performed better especially in the “formal analysis” category. 4. Significant difference existed between female and male students of the experimental group in “library literacy” category. In other words, female students performed better than male students in the “library literacy” category. With the findings, the study also provided a few suggestions on the design of similar courses and topics for future research.