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

Abstract

本研究旨在依據編制的「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：一、未來想像融入視覺藝術教學方案能提升國小學生想像力。二、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。三、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 attempts to explore the effect of “infusing future imagination into visual arts instructional program” on the imagination and drawing performance ability of the elementary school students. This research uses a quasi-experimental, nonequivalent pretest-posttest control group design. Sampling from fifth grade students in elementary school in Taipei City. The Imagination Tests, Imagination-Disposition Scale, and Drawing Performance Ability Rating Scale are used to test all the students, the experimental group consisting of 24 students received future imagination infusing into visual arts instructional program, the control group consisting of 24 students received the regular visual arts instruction. Before and after the program was carried out, quantitative data are analyzed by ANCOVA, qualitative data like notes of reflections about teaching, students’ works and worksheets, and the feedback questionnaires for the whole course of research were collected, described, and interpreted. They are used to understand the result of the imagination and drawing performance ability of the two groups of the students. The major outcomes of this research are summarized as follows: 1. The program of infusing future imagination into visual arts instructional can improve the imagination of the elementary school students. 2. The program of infusing future imagination into visual arts instructional can improve the drawing performance ability of the elementary school students. 3. Analyzed from the end of the curriculum feedback questionnaires, the experimental group students who receive “infusing future imagination into visual arts instructional program” were positive. According to the findings and reflection of this research, conclusions for practical application and suggestions for further research are discussed.