視覺藝術課提升國中生自我認同感─融入批判性思考之行動研究

Abstract

視覺藝術課提升國中生自我認同感─融入批判性思考之行動研究 摘要 本論文研究旨在探討批判性思考教學融入國中視覺藝術科教學單元，對國中生自我認同感影響的行動研究，透過批判性思考教學增進視覺藝術課教學成效，改善師生關係，學生提升自我認同感。在研究方法上，採用行動研究，資料蒐集分為量化和質性二種；研究對象為桃園縣某國中八年級兩班學生，為期三週共三節課，分成一班實驗組30人，一班對照組30人，實驗組的教學方式融入批判性思考教學，對照組進行傳統教學。教學前對兩班學生進行施以「提升國中生自我認同量表」前測，在完成三節課的教學單元後，進行後測量化統計，並輔以訪談學生及導師、研究者教學反思和學生學習單的質性資料。研究者具有「教學單元設計者」、「教學者」和「教務主任」的多重角色，在教師方面歷經理念整合、教學單元設計教學省思與修正；在教學單元設計方面，歷經設計、修正、實施與檢討。 結果發現如下： 1. 國中視覺藝術課適合融入批判性思考教學。在質性訪談中，受訪學生對以「對話」與「辯論」為基礎的教學模式接受度高，認為可以增加合理論證的能力。 2. 批判性思考教學與傳統教學，自我認同感有顯著差異。在「提升自我認同感」量表中，實驗組在前、後測單因子共變數統計分析上，顯著優於對照組；在質性訪談中，實驗組學生對融入批判性教學接受度高。 3.自我認同感中以增進批判性思考能力的面向可以提升自我認同感。在「提升自我認同感」量表中，實驗組以單因子共變數統計分析，「批判思考能力」顯著優於對照組學生；在質性訪談中，受訪學生普遍認為透過批判性思考實驗教學，會運用反省，並誠實表達自己心中想法，以有證據的理由說明，提出合理的意見。 4.教師的教學能力可由教學單元設計反省修正逐步提升。教師透過批判性思考教學的教學設計，從中可以反思自己的教學方式，改善師生互動方式。 最後，針對上述實驗結論，提出對國中視覺藝術科融入批判性思考教學及未來研究方向的建議。Visual Arts classes in junior high school students to enhance self-identity─Action Research integrate Critical Thinking Teaching Model Abstract The purpose of this study is to explore the effects of Critical Thinking Teaching Model of Visual Arts lessons on students’ Self-Identity in junior high school. The study select two eighth grade classes in Taoyuan County. This study used action research .These students all take two classes of Visual Arts lessens study a week for three weeks, but are divided into two groups: Experimental group is taught in critical thinking model, and Control group is taught by the ordinary teaching model. The instruments including the Increasing self-identity of junior high school student Scale are used for data for pre-and post-tests analysis, and then doing quantitative research. Qualitative research is supplemented by Teach University Calendar and interviews. The multiple role of researcher were the designer of the lesson, the teacher and the Director Of Academic Affairs. The teacher integrating concepts, developing infused Visual Arts lessons, teaching, reflection, and revising; and Visual Arts lessons designing , revising, putting into practice, and self-criticism. Based on the analyzed data, the results of the study were as follows: 1. Critical Thinking Teaching Model is suitable for Visual Arts lessons in junior high school. In qualitative research, experimental group students said this model based on dialog and discourse could question about biases and faults in the opposition’s arguments. 2. Critical Thinking Teaching Model is better than the ordinary teaching model for junior high school students. It has significant effects on self-identity which analyzed by One-way ANCOVA. In qualitative research, experimental group students said that accepted teaching method of Critical Thinking Teaching Model. 3. The critical thinking ability has significant effects on self-identity. The ability of critical thinking has significant effects which analyzed by One-way ANCOVA. In qualitative research, experimental group students said that could question about biases and faults in the opposition’s arguments, and more honest, reflective to express themselves. 4. Regarding to the teacher, the ability for carrying out the infused Visual Arts lessons could be gradually promoted, and also improved teacher ─ student behavior through instructional design and teaching method. According to the above results, the study will offer suggestions about Critical Thinking Teaching Model into Visual Arts lessons in junior high school, and future researches.