視覺文化教學概念融入國中藝術創作課程之實驗研究

Abstract

在後現代藝術教育的思潮下，藝術創作教學逐漸擺脫媒材-技法的限制，轉而強調與生活經驗的結合。而近幾年來，視覺文化範疇的研究掌握社會脈動，日漸受到藝術教育界所重視。如何讓藝術創作教學更貼近於學生的生活經驗？本研究目的在於參酌視覺文化相關理論，歸納可實踐的教學概念，進而融入此教學概念於後現代藝術創作課程，探討國中生在本實驗課程的學習成效與回饋反應。 本研究對象為桃園縣某國中二年級學生，採不等組只有後測實驗-對照組設計，受試者共計75人，以班級為單位隨機分派實驗組與對照組各一班，前者接受視覺文化教學概念，後者則未接受此教學概念，兩組均實施為期八週，每週一節的教學實驗，並在實驗後以相關的評量單與調查問卷進行評量。本研究採取文獻探討，以及單因子多變項共變數分析與單因子共變數分析，來回答四個研究問題。 歸納出研究的結論如下： 一、依據相關理論可發展出具體可行的視覺文化教學四概念。 二、視覺文化教學四概念能融入藝術創作之課程內容中。 三、視覺文化教學四概念能提高國中生在藝術創作課程的學習成效。 四、視覺文化教學四概念能增進國中生對藝術創作課程的學習回饋反 應。 最後，根據研究結論，研究者對視覺文化教學四概念應用、藝術創作教學引導、藝術創作課程實施、相關研究執行等四方面提出建議。An Experimental Study: Integrated Pedagogic Concepts of Visual Culture into Art Making Curriculum in Junior High Schools Hsiu-Chi Chiang Abstract Under the influence of postmodern art education, art making instruction gradually outgrows the confinement of materials and techniques. Instead, it starts to emphasize the importance of its integration with real lives. In recent years, the research in the area of visual culture has started to be under the spotlight in the art education field due to its close relevance with the social activities. The focus in our study lies in generalizing some practical pedagogic concepts with the reference of some visual-culture related theories. Gradually, we hope we can further integrate the concepts into the postmodern art making curriculum to explore the learning achievement and satisfaction of junior high school students. The subjects in this study were eighth-grade students of the junior high school in Tao-Yuan County. We adopted the nonequivalent posttest-only control group design. A total of 75 junior high school students participated. The basic unit was a class. We randomly assigned one experimental group and one control group. The former received the pedagogic concepts of visual culture while the latter did not. The total length of time for each of the groups was 8 weeks with a class in each week. In the end, some relevant evaluation sheets and survey questionnaire were distributed to all participants. To find answers to her four research questions, the researcher adopted the methods of literature review, MANCOVA and ANCOVA. Some results were revealed as follows: 1.The four practical pedagogical concepts of visual culture were developed on the basis of some relevant theories. 2.The four pedagogic concepts of visual culture can be incorporated into the content of art making curriculum. 3.The four pedagogic concepts of visual culture can enhance junior high school students’ learning achievement in art making curriculum. 4.The four pedagogic concepts of visual culture can increase students’ learning satisfaction toward art making curriculum. Finally, according to the conclusion of this study, some suggestions were provided on the four aspects: the application of the four pedagogic concepts of visual culture, the guidance of art making instruction, the implementation of art making curriculum, and the execution of some relevant researches.