臺北市立美術館《育藝深遠》藝術欣賞啟蒙方案之認知與滿意度研究
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2019
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當臺灣邁入實施十二年國民義務教育的現今，美感素養的培育已刻不容緩；兒童做為國家未來的主人翁，藝術教育的落實與推廣更是至為重要。《育藝深遠》藝術欣賞啟蒙方案為臺北市政府獨創，是全國第一個結合藝術資源及義務教育，讓文化藝術融入正式課程之中的活動。在小學三年級階段，教育局安排學生參觀臺北市立美術館(以下簡稱北美館)的當期展覽，屬於視覺藝術性質主題的校外教學。
本研究主要在探討任教及曾任教教國小三年級導師對北美館《育藝深遠》校外教學之認知與滿意度，期望透過探討教師對於北美館《育藝深遠》的認知以及滿意度，了解教師現階段辦理此活動的情況以及需協助改進之處，使活動能更有品質。本研究目的有三 ：
一、 探討教師對於北美館《育藝深遠》校外教學活動的認知是否因不同背景變項而有所差異。
二、 分析教師對於北美館《育藝深遠》校外教學活動的滿意度是否因不同背景變項而有所區別。
三、 探討教學現場教師對於參與北美館《育藝深遠》校外教學活動的認知與滿意
度之相關性。
本研究以北美館《育藝深遠》藝術欣賞啟蒙方案為研究主軸，採育藝深遠相關背景、校外教學相關理論研究、滿意度相關理論研究做為文獻依據，針對任教及曾任教國小三年級導師對北美館《育藝深遠》校外教學之認知與滿意度分別以量化研究與質性訪談的方式進行分析探討。量化研究的部分，使用問卷為研究工具，根據臺北市立美術館育藝深遠線上預約系統顯示預約成功之學校並輔以學校規模大小為考量，以九所任教及曾任教臺北市國小三年級導師為主要的研究對象，母群體為163人，發放問卷數為100份，回收有效問卷為78份，問卷和統計結果進行資料分析與詮釋。質性訪談的部分，旨在了解北美館方相關人員與公私立小學教學現場實際參與並帶領過《育藝深遠》藝術欣賞啟蒙方案的三年級導師對該方案的認知與想法。從問卷結果分析與三位受訪者的訪談內容得到研究結論如下：
一、 在認知方面，教師認知的阻礙是北美館育藝深遠開放可預約的時段太少，建議北美館館方能增加導覽場次，亦或建議教育主管機關拓展可參觀場館的地點，提供教師更多選擇的彈性。
二、 大部分教師對育藝深遠校外教學活動的附加價值持高度肯定，整體滿意度也
頗高，教師普遍認為此活動有持續舉辦的重要性。
三、 參加北美館育藝深遠活動前的課程準備及規劃，對學生進行校外教學活動的成效有顯著影響。
四、 是否參加過育藝深遠研習的教師在育藝深遠啟蒙方案認知、教學策略、場地規劃、導覽解說以及展覽內容等構面出現差異。
It is imperative to develop aesthetic literacy, as 1-12 National Curriculum Guideline is going to implement in Taiwan. It is very important to promote and implement the Art Education to our kids since they are the future masters of our country. "Art Education In-Depth" (Yu-Yi-Shen-Yuan) is program to promote rudimentary knowledge of art, which was originated in Taipei. It is the first program to integrate artistic resources and compulsory education, arts and culture activities into the formal curriculum. In third grade of elementary school, students are arranged to visit the current exhibition of Taipei Fine Art Museum (hereinafter referred to as TFAM ) by the education bureau of Taipei City Government as visual art outdoor education. This study explored the teachers’ perception and satisfaction with the "Art Education In-Depth" outdoor education of the third-grade teachers of elementary school. It is expected that through this study, "Art Education In-Depth" could be further upgraded with better understanding in teachers’ perception about the current implementation of the program and their suggestions for improvement. This study has three purposes: 1. To discuss if the perception of "Art Education In-Depth" of TFAM would be affected by different background variables. 2. To analyze if the satisfaction with "Art Education In-Depth" of TFAM would be affected by different background variables. 3. To discuss the correlation between in-service teachers’ perception and satisfaction regarding their participation in "Art Education In-Depth" activities. The study focuses on the "Art Education In-Depth" (Yu-Yi-Shen-Yuan) education program, involving relevant background factors, reviewing relevant research on theories of field trips, and referring to the literature of relevant research on theories of satisfaction. To understand teachers’ perception and satisfaction on the "Art Education In-Depth" program, teachers who have taught or have been teaching third-grade curriculum were invited to participate in the study. A survey and an interview were conducted, and both quantitative and qualitative analysis were implemented. Participants of the study were chosen from the guest list from online reservation system of TFAM "Art Education In-Depth," which includes a population of 163 (current or former) homeroom teachers of third-grade classes from 9 elementary schools. A total of 100 questionnaires were distributed, and 78 valid responses were retrieved; the statistical data was analyzed and interpreted. The interview involved relevant staff of TFAM and in-service homeroom teachers who have actually participated in the "Art Education In-Depth" program; the participants’ perceptions and thoughts were investigated. Conclusions from the questionnaire analysis and opinions from three interviewees are as follows: 1. In terms of cognition, teachers’ perceived disadvantage of the program is "Art Education In-Depth" have not opened enough sessions for appointments. It is also suggested that education authorities can increase the more exhibition sessions and offer more options to the teachers. 2. Most teachers affirmed the additional value of "Art Education In-Depth" education program; overall, the satisfaction level is high. Teachers generally regard it important to sustain such activity. 3. The preparation and organization prior to the day of actually participating in "Art Education In-Depth" activities have great influence on effectiveness of the off-campus field trip to students. 4. Whether the teachers have participated in workshop of "Art Education In-Depth" causes difference on various aspects, including their perception, teaching strategies, and venue planning of the "Art Education In-Depth" as well as their guidance and explanation on the exhibition.
It is imperative to develop aesthetic literacy, as 1-12 National Curriculum Guideline is going to implement in Taiwan. It is very important to promote and implement the Art Education to our kids since they are the future masters of our country. "Art Education In-Depth" (Yu-Yi-Shen-Yuan) is program to promote rudimentary knowledge of art, which was originated in Taipei. It is the first program to integrate artistic resources and compulsory education, arts and culture activities into the formal curriculum. In third grade of elementary school, students are arranged to visit the current exhibition of Taipei Fine Art Museum (hereinafter referred to as TFAM ) by the education bureau of Taipei City Government as visual art outdoor education. This study explored the teachers’ perception and satisfaction with the "Art Education In-Depth" outdoor education of the third-grade teachers of elementary school. It is expected that through this study, "Art Education In-Depth" could be further upgraded with better understanding in teachers’ perception about the current implementation of the program and their suggestions for improvement. This study has three purposes: 1. To discuss if the perception of "Art Education In-Depth" of TFAM would be affected by different background variables. 2. To analyze if the satisfaction with "Art Education In-Depth" of TFAM would be affected by different background variables. 3. To discuss the correlation between in-service teachers’ perception and satisfaction regarding their participation in "Art Education In-Depth" activities. The study focuses on the "Art Education In-Depth" (Yu-Yi-Shen-Yuan) education program, involving relevant background factors, reviewing relevant research on theories of field trips, and referring to the literature of relevant research on theories of satisfaction. To understand teachers’ perception and satisfaction on the "Art Education In-Depth" program, teachers who have taught or have been teaching third-grade curriculum were invited to participate in the study. A survey and an interview were conducted, and both quantitative and qualitative analysis were implemented. Participants of the study were chosen from the guest list from online reservation system of TFAM "Art Education In-Depth," which includes a population of 163 (current or former) homeroom teachers of third-grade classes from 9 elementary schools. A total of 100 questionnaires were distributed, and 78 valid responses were retrieved; the statistical data was analyzed and interpreted. The interview involved relevant staff of TFAM and in-service homeroom teachers who have actually participated in the "Art Education In-Depth" program; the participants’ perceptions and thoughts were investigated. Conclusions from the questionnaire analysis and opinions from three interviewees are as follows: 1. In terms of cognition, teachers’ perceived disadvantage of the program is "Art Education In-Depth" have not opened enough sessions for appointments. It is also suggested that education authorities can increase the more exhibition sessions and offer more options to the teachers. 2. Most teachers affirmed the additional value of "Art Education In-Depth" education program; overall, the satisfaction level is high. Teachers generally regard it important to sustain such activity. 3. The preparation and organization prior to the day of actually participating in "Art Education In-Depth" activities have great influence on effectiveness of the off-campus field trip to students. 4. Whether the teachers have participated in workshop of "Art Education In-Depth" causes difference on various aspects, including their perception, teaching strategies, and venue planning of the "Art Education In-Depth" as well as their guidance and explanation on the exhibition.
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育藝深遠, 臺北市立美術館, 視覺藝術教育, 校外教學, 認知, 滿意度, Art Education In-Depth, Taipei Fine Arts Museum, visual art education, off-campus education, perception, satisfaction