臺北市國民中學美術才能班集中式與分散式之課程與教學比較研究
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2016
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本研究旨在藉由臺北市美術才能班的實施，探究國民中學美術才能班集中式與分散式的教育政策與法規、兩者課程與教學的差異以及兩者美術教育實施的限制與展望。採質性研究方法，以自編之「臺北市國民中學美術才能班集中式與分散式的課程與教學訪談大綱」為研究工具，進行半結構式訪談，並輔以文獻探討、課堂觀察記錄、課堂照片與學生創作的作品與相關文件搜集等方式進行。研究訪談對象為美術才能學生的八位美術教師，其中包括集中式教學的四位教師以及分散式教學的四位教師。
基於以上研究目的與方法，獲致研究結果如下：
1.美術才能集中式與分散式兩者在法源依據、鑑定方式、經費、課程規劃與教學形態等有各自存有不同的的規範，其教學目標和引領學生學習的最終目的亦不同。
2.美術才能集中與分散式兩者的教學，教師皆認為運用校外資源以及同儕的互動是相當重要且必要的，不但使得課程更加豐富、多元化，也能從中了解更多人際關係、互動與溝通。
3.學校的課程評量與教學時數方面，美術才能集中式教學，較常以完成作品為目標，並認為若能彈性安排課表可降低教學上的不便；而分散式教學多以過程評量和檔案評量方式為主，教學時數宜視學生的學習需求與態度積極與否來決定。
4.鑑定入學方式兩者都有其欲調整的部分。集中式：術科考試方式應適時調整為實物描繪。分散式：美術性向測驗有其重要性與必要性，但應考慮是否有術科考試的必要性。
5.集中式教學對於課程的規劃、時間的配置、同儕相互學習相對完整與正向；而分散式教學特殊教育的成分多，學生人數較少，但因為課程為外加式，無需犧牲其他領域的學習時間為其優點。
6.集中式教學較重視升學與技巧；而分散式教學則是定位似乎尚未明確界定、授課時間的安排不易、較缺乏同儕的相互學習。
7.無論集中式或分散式，美術教師大多在工作中都會感到滿足、有成就感。
最後根據研究結果，針對美術才能班集中式與分散式的實施，以及未來相關研究提出建議。
1.檢視入學的鑑定方式。
2.強化美術課程配課的彈性。
3.明確地界定美術才能分散式的定位。
4.兼具兩者優點，減少限制。
5.建立美術才能分散式學生的交流平台。
6.建立美術才能分散式的師資資料庫與教師的交流平台。
The purpose of this study is to realize the implement of art talented between individual art program and grouping art program through: (i) investigating the education policy and legislation, (ii) telling the differences between the two teaching systems, and (iii) identifying limitations and the prospects of executing both art educations. Qualitative method was adopted and semi-structured interview was conducted under self-developed “guideline for interview of curriculum development and teaching pedagogy between individual art program and group art program for talented junior high students at Taipei City” with literature review, observations in class as well as art works collections. Eight teachers are enrolled in this study, 4 from group art program and 4 from teaching in individual art program. According to this study, the conclusions are drawn below: 1.The differences were distinguished between individual art program and grouping art program by education policies and legislations, statements, funds, curriculum plans. The teaching purpose between individual art program and group art program varies so it affects the teaching strategies. 2.Teachers from both two groups pointed out external resources and peer interactions were important. It makes the curriculum more abundant and diversified, and students can learn more about interpersonal relationships and communications. 3.The differences also identified in curriculum assessment and teaching hours: summative assessment and elastic curriculum could reduce difficulties in teaching in grouping art program. Formative assessment and the teaching hour depends on students’ learning needs in individual art program. 4.Both two groups point out the method of identifications should adjust. Group art program：the practical examination methods could change at the right moment, like real-object depiction. Individual art program：the art aptitude test is important and necessary, but taking the practical examination may not necessary. 5.The advantages of group art program are more consummation in curriculum planning, arrangement for curriculum, peer interactions. The advantages of individual art program are that it’s belong to special education, customized teaching, small student number, and add-in curriculum. 6.The further studies and painting techniques were emphasized in group art program the status of individual art program is vague and lacking peer interaction in individual art program. 7.Teachers who teach of individual art program and grouping art program feel satisfied and the sense of achievement. Lastly, several suggestions were purposed for implement of art talented between individual art program and grouping art program, and relevant research. 1.To examine the method of identification. 2.Keep the flexibility of arranging the school timetable. 3.The position of individual art program should be clearly definition. 4.To combine both the advantages of grouping art program and individual art program. 5.To set up the students platform exchange of individual art program. 6.To set up the database of grouping art program teachers, and to strengthen teachers' exchange opportunity.
The purpose of this study is to realize the implement of art talented between individual art program and grouping art program through: (i) investigating the education policy and legislation, (ii) telling the differences between the two teaching systems, and (iii) identifying limitations and the prospects of executing both art educations. Qualitative method was adopted and semi-structured interview was conducted under self-developed “guideline for interview of curriculum development and teaching pedagogy between individual art program and group art program for talented junior high students at Taipei City” with literature review, observations in class as well as art works collections. Eight teachers are enrolled in this study, 4 from group art program and 4 from teaching in individual art program. According to this study, the conclusions are drawn below: 1.The differences were distinguished between individual art program and grouping art program by education policies and legislations, statements, funds, curriculum plans. The teaching purpose between individual art program and group art program varies so it affects the teaching strategies. 2.Teachers from both two groups pointed out external resources and peer interactions were important. It makes the curriculum more abundant and diversified, and students can learn more about interpersonal relationships and communications. 3.The differences also identified in curriculum assessment and teaching hours: summative assessment and elastic curriculum could reduce difficulties in teaching in grouping art program. Formative assessment and the teaching hour depends on students’ learning needs in individual art program. 4.Both two groups point out the method of identifications should adjust. Group art program：the practical examination methods could change at the right moment, like real-object depiction. Individual art program：the art aptitude test is important and necessary, but taking the practical examination may not necessary. 5.The advantages of group art program are more consummation in curriculum planning, arrangement for curriculum, peer interactions. The advantages of individual art program are that it’s belong to special education, customized teaching, small student number, and add-in curriculum. 6.The further studies and painting techniques were emphasized in group art program the status of individual art program is vague and lacking peer interaction in individual art program. 7.Teachers who teach of individual art program and grouping art program feel satisfied and the sense of achievement. Lastly, several suggestions were purposed for implement of art talented between individual art program and grouping art program, and relevant research. 1.To examine the method of identification. 2.Keep the flexibility of arranging the school timetable. 3.The position of individual art program should be clearly definition. 4.To combine both the advantages of grouping art program and individual art program. 5.To set up the students platform exchange of individual art program. 6.To set up the database of grouping art program teachers, and to strengthen teachers' exchange opportunity.
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Keywords
美術才能, 集中式教學, 分散式教學, art talented, grouping art program, individual art program