公辦公營實驗學校視覺藝術之課程與教學：以兩所偏鄉學校為例

Abstract

公辦公營實驗學校在正式轉型之前，部分是面臨裁併廢校的公立偏鄉小 校。這類學校為了因應存廢問題，發展出具特色的實驗課程及教學創新，來達 到永續經營之目標。並在學校型態實驗教育實施條例通過之後，正式轉型為實 驗學校。此類學校的視覺藝術課程，受到不同的背景要素和教學方式等影響。本研究旨在瞭解兩所公辦公營實驗學校視覺藝術課程教學特質。以兩所學 校進行多重個案研究，並以 CIPP 評鑑模式中，背景評鑑的要素以及 Shulman 提出之教師一般教學知識，作為檢視視覺藝術課程教學的框架。本研究透過深 度訪談、文件分析、觀察等方法進行資料蒐集，進而描述、歸納、整理和分 析，進而提出相關結論與建議，以供未來我國對實驗教育、視覺藝術課程、教 學知識等研究之參考。本研究獲得下列六項結論:1、實驗教育三條例中的學校型態實驗教育實施條例，提供公立學校一個可落實 特色教學及願景的依據，並對視覺藝術課程具有間接的影響。2、公辦公營實驗學校得透過學校背景要素的分析，利用所處環境之特性，發展 適合個案學校的實驗理念。3、公辦公營實驗學校的視覺藝術課程的需求:為穩定的專業人力、足夠的硬體 設施、以及外部資源的協助。4、視覺藝術授課教師的教學，會根據所任教之學校願景理念而有所差異。在課 程設計上會注意到學生學習狀況以及學習特性。在一般教學知識的展現上，以 多元的教學方法，整合領域的知識內涵。5、此類學校的學生學習狀況，展現了積極的學習態度。對課程內容的掌握度 高，且能透過藝術創作的方式明確表達主題與感受。6、公辦公營實驗學校對視覺藝術課程的價值與期待，會根據學校願景以及對於 課程功能的定位而有所不同。

Some schools providing public school-based experiment education were public rural small schools that were facing merger or abolition before their formal transformation. In response to the closure or abolition, these schools would develop distinctive experimentalcourses and teaching innovations to achieve the goal of sustainable operation. After the passage of the Enforcement Act for School-Based Experiment Education, they were officially transformed into experimental schools.This study aims to understand the pedagogical characteristics of visual arts courses in schools providing public school-based experiment education. Multiple case studies were conducted in two schools, and the elements of the CIPP contextual assessment and the general pedagogical knowledge of teachers as suggested by Shulman were used as a framework to examine the teaching and learning of visual arts programs. Data were collected through in-depth interviews, document analysis, and observations. After the data were described, summarized, organized, and analyzed, conclusions and recommendations were made for future research on experimental education, visual arts curriculum, and pedagogical knowledge in Taiwan. The following six conclusions were obtained from this study:1. The Enforcement Act for School-Based Experiment Education, one of the three laws regarding experimental education, provides a basis for public schools to implement their distinctive teaching and vision, and has indirect implications for visual arts courses.2. The schools providing public school-based experiment education are able to develop their own experimental concepts by analyzing the contextual elements of the school and taking advantage of the characteristics of the environment in which they are located.3. The visual arts program in these schools requires a steady supply of professional staff, adequate hardware, and external resources.4. The teaching of visual arts teachers varies according to the vision of the school in which they instruct. The curriculum is designed to take into account students' learning conditions and characteristics. In the presentation of general pedagogical knowledge, a variety of teaching methods are used to integrate the content of knowledge in this field. 5. Students at this type of school demonstrate a positive attitude toward learning. They have a high level of mastery of the course content and are able to express their themes and emotions clearly through artistic creation. 6. The values and expectations of the schools providing public school-based experimenteducation for visual arts courses will vary depending on the vision of the school and its orientation to the function of the course.