國民小學教師鄉土美術教育理念之研究
Abstract
鑑於過去對本土文化主體性的忽略，教育部於民國八十二年國小課程標準修訂當中，增設「鄉土教學活動」一科，為我國教育史上一次重大的變革。由於教師理念關係著課程實施的成敗，且鄉土美術教育理念急待釐清，故本研究以「國小教師鄉土美術教育理念」為主題，探討目前國小教師對於鄉土美術教育所持之看法與意見，以提供未來教育相關單位在師資培育、課程修訂以及教師進修之參考。
本研究運用文獻分析法探究相關理論，並以自編之「國民小學教師鄉土美術教育理念問卷」為工具進行調查，以多階段分層叢集隨機抽樣方法，抽取台灣地區(不包括澎湖、金門、馬祖)150所公立國民小學，共900位教師(包括校長、教務主任、三至六年級之美勞老師與非美勞老師)作為研究對象，問卷回收後得691份有效樣本。資料處理以電腦套裝統計軟體SAS6.12版進行樣本數、平均數、標準差等描述分析以及MANOVA與ANOVA之變異數分析。研究結果如下：
一、鄉土美術教育之內涵
(一) 意義：包含鄉土、美術、教育等三個層面，以兒童生活週遭事物為範疇，培養兒童具有愛鄉愛國情操、審美能力以及思考、解決問題能力之美術教育活動。
(二) 目的：使兒童能體認自己所屬族群之文化，改善或美化生活環境品質，激發愛鄉愛國之情操，並能養成尊重多元文化之態度。
(三) 內容：包括傳統民俗美術、與生活相關之美術活動，以及多元文化美術。
二、國民小學教師之鄉土美術教育理念
(一) 教師認為鄉土美術教育之意義趨向以「生活週遭事物的體驗」以及「地區文化特色」為主。
(二) 教師認同以「發揚本土文化特色」、「認同自我族群」、「尊重他人文化」、「了解藝術之多元性」，並「能關懷自己生活環境品質」，作為鄉土美術教育之目的。
(三) 教師傾向以「探究鄉土美術之由來與意義」、「傳統民俗技藝之傳授」、「營造社區生活品質」、「利用本地媒材創作」、「參觀地方產業」等作為鄉土美術教育內容。
三、不同社會人口變項對鄉土美術教育理念之差異
(一) 教師鄉土美術教育理念不因性別、學校地區、學校類別、現在擔任美勞教學與否等因素而有所差別。
(二) 服務25年以上之教師比服務5年以下之教師更認同「愛鄉愛國」之目標；而服務6-10年之教師比服務25年以上之教師更能認同「培養兒童尊重他人文化」之目標。
(三) 美勞相關科系畢業之教師較非美勞相關科系畢業之教師更傾向贊同「欣賞鄉土美術時應探究其由來與意義」以及「在鄉土美術教育課程中介紹外國族群的文化」。
(四) 學校行政人員較一般教師更傾向以「發揚本土文化」及「愛鄉愛國」作為鄉土美術教育之目標。
(五) 具有鄉土教育或研究經驗之教師較沒有經驗之教師更認同以培養兒童「尊重他人文化」、「對問題的思考與解決能力」、「了解藝術的多元性」，及「關懷自己生活環境的品質」為目標；在內容上較認同「教導兒童如何營造生活品質」。
四、教師理念與課程標準理念之差異
(一) 教育目標之差異：教師對於課程標準中所提及的「培養審美能力」、「養成對鄉土問題觀察、探究思考及解決的能力」、「愛鄉愛國」、「對傳統藝術的保存與學習、傳遞」等目標均未表示贊同。
(二) 教育內容之差異：教師認同地方產業對鄉土美術教育之重要性，但課程標準並未提及；教師並不贊同課程標準所強調的「台灣人的文化」及「將鄉土教材範圍擴及至世界各族群文化」。
(三) 造成差異之原因：教師專業知能不足、鄉土美術教育理念之宣導不足、鄉土課程標準之制定未與基層教師充分溝通、課程設立以政治因素為考量，非以兒童為考量。
五、建議：將鄉土教學活動課程納入一般課程中，並採科際整合之統整教學、加強鄉土美術教育之師資培育、多辦理教師在職進修、鄉土美術教育課程內容應以兒童生活為主，其範圍應擴及全世界。
To foresee the future by reviewing the past, native culture was neglected in the past, education in 1993 elementary programs standard to revise, add 「local teaching activity」one subject, this is a big change in our educational history. Due to teacher's idea relative subjects to implement success or fail, and local art education idea need clear, so this case research 「Elementary School Teacher's Local Art Education Idea」main question, discuss recently primary teacher in local art education opinion and question, in provide future education relative bureau in teacher training, programs to revise and teacher's study references. This research use in documentary analysis relative theory and make 「Elementary School Teacher Local Art Education Opinion Test Paper」tool in investigate, use multi-stage cluster random sampling method, to take at random from a batch of Taiwan area(not including Penghus, Kinman, Matsu)150 public elementary schools, total 900 teachers(including president, dean of studies, 3 to 6 grade art teacher and not art teacher)as research, to reply question, receive 691 efficient sample. Data management use computer suit statistics software SAS6.12 progress sample size、mean、standard and so on , descriptive statistics and MANOVA and ANOVA analysis of variance. result as follow: 1. Local Art Education Contents (1) Significance: including local customs of one's native place, art and education three stages. Children life events in category, to cultivate children to have love village, country sentiment, to appreciate the beautiful and thinking, the ability of solve problem art education activity. (2) Purpose: make children know who is belonged group culture, to improve or beauty life's environment quality, to arouse native sentiment, and cultivate to respect multiculture. (3) Contents: including traditional custom art, and relative life's art activity, and multicultural art. 2. Elementary teacher's local art education rational concept (1) Teacher think the meaning of local art education tendency「Life environment event's experience」and the main of 「local culture characteristic」. (2) Teacher agree 「develop native culture's characteristic」、「agree himself group」、「respect someone's culture」、「understand art multi-purpose」、and「take care himself circumstance quality」，as the purpose of local art education. (3) Teacher trend 「investigate local art coming from」、「teach traditional custom skill」、「make community life quality」、「make local medium to write」、「visit local business」as local art education contents. 3. Different society population items will local art education concept differ (1) Teacher local art education concept not male or female, school area, school's variety as art teaching, fact have difference. (2) Serve about 25 years teachers more agree the purpose of 「love village, country」 more than 5 years teacher and serve 6-10 years more agree cultivate children respect someone culture than above 25 years teacher. (3) Art relative subject graduate teacher than not art relative subject graduate teacher trend agree 「local art should research their coming from and meaning」and 「in local art education programs introduce foreign group culture」. (4) School administration of public affairs more general teacher trend 「exalt local culture」and 「love village love country」as local art education target. (5) Have local education or research experience's teacher don't have the experience teacher agree the cultivate child 「respect someone's culture」、「thinking the questions and the ability to solve problem」、「understand art multi-purpose」、and「take care himself life circumstance quality as purpose」, in contents more agree 「Teach children now to make life quality become better」. 4. Teacher concept and class standard concept distinction (1) Education aim distinction : teacher disagree with the targets which program standards mention 「cultivate the appreciation ability of beauty」、「take care local question thinking and the ability to solve problem」、「love village and love country」、「keep the traditional art and learning」. (2) Education contents difference: teacher think local business will make local art education become important and program standards not mention, teacher not agree program standards will emphasize in 「Taiwanese culture」and 「local text book extend to world's group culture」. (3) Make difference reason: Teacher professional knowledge and skill not enough Local art education concept guide not enough. Local program standards didn't get good communication with basis structure teacher. Programs establish think about politics, not think about children. 5.Suggest: Local teaching activity should put in general program and take disciple integrated education teaching methods to improve local art education's teacher cultivation more working training for teacher. Local art education program should emphasis children life point extend to all the world.
To foresee the future by reviewing the past, native culture was neglected in the past, education in 1993 elementary programs standard to revise, add 「local teaching activity」one subject, this is a big change in our educational history. Due to teacher's idea relative subjects to implement success or fail, and local art education idea need clear, so this case research 「Elementary School Teacher's Local Art Education Idea」main question, discuss recently primary teacher in local art education opinion and question, in provide future education relative bureau in teacher training, programs to revise and teacher's study references. This research use in documentary analysis relative theory and make 「Elementary School Teacher Local Art Education Opinion Test Paper」tool in investigate, use multi-stage cluster random sampling method, to take at random from a batch of Taiwan area(not including Penghus, Kinman, Matsu)150 public elementary schools, total 900 teachers(including president, dean of studies, 3 to 6 grade art teacher and not art teacher)as research, to reply question, receive 691 efficient sample. Data management use computer suit statistics software SAS6.12 progress sample size、mean、standard and so on , descriptive statistics and MANOVA and ANOVA analysis of variance. result as follow: 1. Local Art Education Contents (1) Significance: including local customs of one's native place, art and education three stages. Children life events in category, to cultivate children to have love village, country sentiment, to appreciate the beautiful and thinking, the ability of solve problem art education activity. (2) Purpose: make children know who is belonged group culture, to improve or beauty life's environment quality, to arouse native sentiment, and cultivate to respect multiculture. (3) Contents: including traditional custom art, and relative life's art activity, and multicultural art. 2. Elementary teacher's local art education rational concept (1) Teacher think the meaning of local art education tendency「Life environment event's experience」and the main of 「local culture characteristic」. (2) Teacher agree 「develop native culture's characteristic」、「agree himself group」、「respect someone's culture」、「understand art multi-purpose」、and「take care himself circumstance quality」，as the purpose of local art education. (3) Teacher trend 「investigate local art coming from」、「teach traditional custom skill」、「make community life quality」、「make local medium to write」、「visit local business」as local art education contents. 3. Different society population items will local art education concept differ (1) Teacher local art education concept not male or female, school area, school's variety as art teaching, fact have difference. (2) Serve about 25 years teachers more agree the purpose of 「love village, country」 more than 5 years teacher and serve 6-10 years more agree cultivate children respect someone culture than above 25 years teacher. (3) Art relative subject graduate teacher than not art relative subject graduate teacher trend agree 「local art should research their coming from and meaning」and 「in local art education programs introduce foreign group culture」. (4) School administration of public affairs more general teacher trend 「exalt local culture」and 「love village love country」as local art education target. (5) Have local education or research experience's teacher don't have the experience teacher agree the cultivate child 「respect someone's culture」、「thinking the questions and the ability to solve problem」、「understand art multi-purpose」、and「take care himself life circumstance quality as purpose」, in contents more agree 「Teach children now to make life quality become better」. 4. Teacher concept and class standard concept distinction (1) Education aim distinction : teacher disagree with the targets which program standards mention 「cultivate the appreciation ability of beauty」、「take care local question thinking and the ability to solve problem」、「love village and love country」、「keep the traditional art and learning」. (2) Education contents difference: teacher think local business will make local art education become important and program standards not mention, teacher not agree program standards will emphasize in 「Taiwanese culture」and 「local text book extend to world's group culture」. (3) Make difference reason: Teacher professional knowledge and skill not enough Local art education concept guide not enough. Local program standards didn't get good communication with basis structure teacher. Programs establish think about politics, not think about children. 5.Suggest: Local teaching activity should put in general program and take disciple integrated education teaching methods to improve local art education's teacher cultivation more working training for teacher. Local art education program should emphasis children life point extend to all the world.
Description
Keywords
鄉土, 鄉土美術, 鄉土教育, 鄉土美術教育, 教師理念, Local, Local art, Local art education, teacher's conception