心智圖法在視覺藝術教學的探索與應用-以國中教學為例

Abstract

國中視覺藝術課程任教數年，看到國中生在升學課業壓力之下，創作思考方面比小學階段的孩子有明顯的退步，如何幫助學生提升創作思考，並將生活經驗和感受具體呈現在藝術創作中，是研究者一直在思索的問題。本研究以國中學生為探討對象，透過心智圖法應用在視覺藝術教學上的探討以及產生的影響。 本研究方法以「文獻分析」為主，「教學設計」為輔，由學生作品實作觀察法及審查，並參考蒐集心智圖相關應用資料及教學上的實施成效。其次，蒐集相關文獻，探討理論基礎，透過整理歸納，擬訂研究架構，發展教學教案，進行設計心智圖法應用於教學後，整理分析學生實作作品。 創作設計發展以英文單字「life」的意義及學生在國中求學階段展現的各種面向做整理分析，分別以心智圖法將「life」的字義及四季色彩做分析，再透過關鍵字整理做創作，嘗試重新包裝學生的作品、影像及新詩將作品呈現。 最後，本研究發現重要結論如下：教學上運用心智圖法對協助教師教學、授課、與學生溝通及學生創作上的思考有實質的幫助與影響；學生經心智圖法教學，構思作品能分析完整、縝密、繪圖內容較豐富，創作過程留有紀錄做對照，並供下次創作改進參考。心智圖法教學有助於刺激學生思考邏輯、創作更多元寬廣、縮短創作時間。因此，研究者建議教師可運用心智圖法輔助教學，有助於師生之間在創意思考上的雙向溝通。建議學校行政機關，辦理心智圖法教學相關研習，培訓種子教師，落實創新教學及充實添購相關圖書資源及教學軟體。Abstract In the country the visual arts curriculum teaches for several years, saw the country mesozoic in enters a higher school under the academic pressure, the creation pondered that the aspect has obvious regressing compared to the elementary school stage's child, howto help the student to promote the creation ponder, and the experience of life and will feel presents specifically in the artistic creation, will be the researcher continuously the question which will think deeply about. This research take the country middle-school students as the discussion object, by the Mind Mapping application the influence which as well as produces in the visual arts teaching's discussion. This research technique take “literature analysis” primarily, “teaching design” as auxiliary, really makes the method of inspection and the examination by the student work, and refers to the collection mental chart related application material and the teaching implementation result. Next, the collection related literature, the discussion rationale, by the reorganization induction, drafts the research construction, the development teaching lesson plan, carries on the design Mind Mapping applies after the teaching, reorganizes analyzes the student really to make the work. Creation design development by English individual character “life” the significance and the student study stage development each kind in the country face to make the reorganization analysis, respectively by Mind Mapping “life” the meaning and the four seasons color make the analysis, penetrates the key words reorganization to make the creation again, the attempt packs student's work, the phantom and the free verse written in the vernacular presents the work. Finally, this research discovery important conclusion is as follows: In the teaching utilizes the Mind Mapping to assist the teacher teaching, teaching, creates on with the student communication and the student the ponder to have the substantive help and the influence; The student after the Mind Mapping teaching, the idea work can analyze completely, meticulous, the cartography content to be rich, the creation process leaves leeway the record to make the comparison, and supplies the next time creation improvement reference. The Mind Mapping teaching is helpful in stimulates the student to ponder logic, the creation more multi-dimensional broad, the reduction creation time. Therefore, the researcher suggested that the teacher may utilize the Mind Mapping auxiliary teaching, is helpful between the teachers and students in the creativity ponder bidirectional communication. Suggested that the school Administrative organ, handles the Mind Mapping teaching related thorough study, the training seed teacher, carries out the innovation teaching and the enrichment stocks up the related books resources and the teaching software.

Key word: Mind Mapping , Visual arts teaching