未來想像融入視覺藝術教學方案對國小學生想像力與繪畫表現能力之影響
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2016-06-??
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國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本研究旨在依據編製的「未來想像融入視覺藝術教學方案」為實驗教材，探討此方案對於提升國小學生的想像力與繪畫表現能力之成效。本研究採準實驗研究法，為前後測的不等組實驗設計。研究對象為臺北市某國小五年級學生，測驗工具為想像力測驗、想像力特質量表、及繪畫表現能力評量，分析接受未來想像融入視覺藝術教學方案之實驗組學生共24 人，與未接受教學方案之控制組學生共24 人，在實驗前後之測驗結果，進行共變數分析；並輔以學生回饋與教師省思札記等質性資料進行描述與詮釋，以了解實驗組學生在想像力與繪畫表現能力方面的表現情形。歸納本研究之結果如下：1. 未來想像融入視覺藝術教學方案能提升國小學生想像力。2. 未來想像融入視覺藝術教學方案能提升國小學生繪畫表現能力。3. 實驗組學生對「未來想像融入視覺藝術教學方案」多持正向感受。根據本研究之發現與省思，研究者提出相關建議，以供後續教學及研究之參考。
This research attempted to explore the effect of “infusing future imagination into visual arts instructional program” on the imagination and drawing skills of the elementary school students. This research used a quasi-experimental, nonequivalent pretest-posttest control group design. The subjects were fifth grade students in elementary school in Taipei City and subdivided into experimental and control groups: 24 in the experimental group receiving a future imagination-infused visual arts lessons, and 24 in the control group receiving the regular visual arts instruction. The instruments used in this study were the Imagination Tests, Imagination-Disposition Scale, and Drawing Performance Ability Rating Scale. The pretest and posttest data were analyzed using ANCOVA; the qualitative data such as teachers’ reflective notes as well as students’ works and feedback on courses were collected, categorized, and interpreted. The main findings were as follows: 1. the imagination-infused visual arts instruction helped develop the elementary school students’ imagination. 2. The imagination-infused visual arts instruction improved the elementary school students’ drawing skills. 3. Participants in the experimental group held more positive attitude towards the program of imagination-infused visual arts instruction. This paper summarized the conclusions of practical implications of the findings and recommendations for further research.
This research attempted to explore the effect of “infusing future imagination into visual arts instructional program” on the imagination and drawing skills of the elementary school students. This research used a quasi-experimental, nonequivalent pretest-posttest control group design. The subjects were fifth grade students in elementary school in Taipei City and subdivided into experimental and control groups: 24 in the experimental group receiving a future imagination-infused visual arts lessons, and 24 in the control group receiving the regular visual arts instruction. The instruments used in this study were the Imagination Tests, Imagination-Disposition Scale, and Drawing Performance Ability Rating Scale. The pretest and posttest data were analyzed using ANCOVA; the qualitative data such as teachers’ reflective notes as well as students’ works and feedback on courses were collected, categorized, and interpreted. The main findings were as follows: 1. the imagination-infused visual arts instruction helped develop the elementary school students’ imagination. 2. The imagination-infused visual arts instruction improved the elementary school students’ drawing skills. 3. Participants in the experimental group held more positive attitude towards the program of imagination-infused visual arts instruction. This paper summarized the conclusions of practical implications of the findings and recommendations for further research.