以五段教學法導入國中視覺藝術教學設計-以「美的形式原理」單元為例
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2018
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美學教育日受重視，一直為經久不習且受人關注的教育議題。美的形式原理為美學教育中舉足輕重且根深蒂固的課程，不僅僅存在於視覺藝術，其他藝術範疇舉凡音樂、文學、表演、建築等也都能發現。而經前人努力歸納整理，將美抽象的概念量化成十大原則，終於提供人們一個可以參考的學習原則。然而，美的形式原理之概念學習，大多數的學生較難以透過邏輯化的方式進行理解與學習，故此值得相關研究進行探討。
本研究透過五段教學法與多媒體技術進行融合，針對國中視覺藝術之「美的形式原理」單元，提出研究者自編教案設計，並以臺北市立某國中一年級學生進行兩週四節課的教學研究，經由統計學之數值分析，探討其教案內容對授課學生的學習成效影響；於自編教案設計中，具備完整的編序教學流程，引導學生從預備、提示、聯合、總括、應用等概念進行授課，提升學生於學習單元之邏輯認識與學習動機，各程序再輔以多樣化的媒體教學素材，探討不同的原理與適切性理解。研究結果中發現，受試者在接受研究者自編教案之設計中，於學習動機、認知能力、技能能力皆具有顯著的變化，其成果可提供相關藝術教育領域進行參考。
Aesthetic education has become more and more important. It has always been n highly concerned issue in the field of education. And in aesthetic education, “the form of aesthetic principles” is an essential and deep-rooted course. Besides visual art, these theories can also be applied in other art related areas such as music, literature, performance, and architecture. Through the predecessors’ hard work in collecting and organizing information, the abstract concepts of aesthetics were summarized into ten major principles, as rules for learners’ reference. However, regarding learning the concepts of the form of aesthetic principles, most students find it difficult to comprehend and learn these concepts through a logical way. Therefore, this is an issue worth studying and exploring. This study integrated the five formal steps with the multi-media technology and proposed a lesson plan designed by the researcher for the unit “the Form of Aesthetic Principles” in junior high school visual art education. Moreover, this study performed teaching experiments with the first-graders of a junior high school in Taipei City for four sessions in two weeks. The collected data were analyzed using the numerical analysis method from statistics, to explore the influences of the lesson plan on the students’ learning performances. This lesson plan was designed with a complete programmed instruction process, to teach courses based on the concepts including Preparation, Presentation, Abstraction, Generalization, and Application to guide students throughout the course, in order to help them learn this unit in a more logical way and increase their learning motivation. All the procedures were performed with various materials for media teaching, for the purpose of exploring different principles and the related feasibility. According to the experiment results, after being taught with the lesson plan designed by the researcher, the subjects’ learning motivation, cognitive ability, and techniques were significantly different. These findings can be used as references for art education related fields.
Aesthetic education has become more and more important. It has always been n highly concerned issue in the field of education. And in aesthetic education, “the form of aesthetic principles” is an essential and deep-rooted course. Besides visual art, these theories can also be applied in other art related areas such as music, literature, performance, and architecture. Through the predecessors’ hard work in collecting and organizing information, the abstract concepts of aesthetics were summarized into ten major principles, as rules for learners’ reference. However, regarding learning the concepts of the form of aesthetic principles, most students find it difficult to comprehend and learn these concepts through a logical way. Therefore, this is an issue worth studying and exploring. This study integrated the five formal steps with the multi-media technology and proposed a lesson plan designed by the researcher for the unit “the Form of Aesthetic Principles” in junior high school visual art education. Moreover, this study performed teaching experiments with the first-graders of a junior high school in Taipei City for four sessions in two weeks. The collected data were analyzed using the numerical analysis method from statistics, to explore the influences of the lesson plan on the students’ learning performances. This lesson plan was designed with a complete programmed instruction process, to teach courses based on the concepts including Preparation, Presentation, Abstraction, Generalization, and Application to guide students throughout the course, in order to help them learn this unit in a more logical way and increase their learning motivation. All the procedures were performed with various materials for media teaching, for the purpose of exploring different principles and the related feasibility. According to the experiment results, after being taught with the lesson plan designed by the researcher, the subjects’ learning motivation, cognitive ability, and techniques were significantly different. These findings can be used as references for art education related fields.
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五段教學法, 視覺藝術, 教案設計, 美的形式原理, five formal steps, visual art, lesson plan, form of aesthetic principles