臺北市國中藝術與人文學習領域教師運用文化創意產業概念於藝術教育之調查研究

Abstract

本研究旨在探討從事國中藝術與人文學習領域之教師，其對文化創意產業概念之背景認知、實施狀況及運用於教學層面之觀點分析。本研究之研究對象為臺北市公立國中藝術與人文學習領域之教師，研究方法採調查研究法，以次數分配、百分比、獨立樣本t檢定及單因子變異數進行分析及檢驗，並分析不同背景教師對背景認知、教學運用與觀點上之差異。相關具體結論列述如下： 一、教師透過平面媒體、網路及大眾傳媒瞭解文化創意產業相關藝術展演資訊；而在教學方式上，則以鼓勵學生主動參與相關藝術展演活動及引用相關資訊、影片媒材於鑑賞教學為主。至於在文化創意融入國中階段藝術教學方面，教師主要之教學困境為相關整合性訊息缺乏及授課時數不足。 二、將文化創意產業概念及創作運用於藝術教育課程當中，有助學於生理解不同時期文化、藝術之特性，進而提高學習動機。將藝術教育融入教學教材，則可提供多元化學習，有效引導創意思考及提升創作能力；而將相關創作、軟硬體設備等運用於藝術教學策略中，則可開拓學生藝術視野、培養日常藝術鑑賞習慣、提升美學涵養。唯就教學評量之運用而言，情意評量之適切性高於實作及創作等評量方式。 三、教師將文化創意產業概念運用於藝術教學之實施狀況並未因年齡、學術專長、學經歷或任教科目等因素而有所不同；教師對文化創意產業之背景認知及運用於藝術教育之觀點方面，則未因所處任教地域不同而有所差異，顯見臺北市藝術教學資源豐富，資訊傳遞迅速。

研究者提出對於文化創意產業相關主管單位、教育主管單位、學校、教師以及未來相關研究之建議與方向。This research was to explore the background awareness and conception of cultural and creative industry for teachers engaging in the domains of arts and humanities learning at middle school. It analyzed some viewpoints about how this knowledge had been applied on teaching practices. Subjects in this research were teachers from Taipei City’s public middle schools as described above. Research method adopted survey researching while analyses and examination techniques contained with Frequency Distribution, Percentage, Independent-Sample t test, and One Way Analysis of Variance. This research also analyzed the differences on viewpoints for applications of teaching approach between teachers with different background knowledge and background awareness on cultural and creative industry. It has then reached the following conclusions. 1.Teachers took advantages from print/press media, internet, and public media to gather information on the cultural and creative industry. They mainly used the relevant information, video/picture as educational tools to encourage students to be actively involved in art related exhibition and events. As for applying culture and creation into middle school artistic education, teachers were facing difficulties mainly from lack of relevant information and limitation of teaching load. 2.The applying of cultural and creative industry concept and the usage of creation in artistic education could assist students to have better understanding on culture and art differences during different periods, thus increasing their willingness to learn. Combing artistic education as teaching materials could provide multi- learning and could effectively lead to creative thinking and improve creativity. As for application of related software and hardware, the usages of those applications could widen the artistic view of students, develop habits of art appreciation, and advance their artistic cultivation. However, the properness of affective assessment was higher than the performance practice, product scale and other method of evaluations. 3.The results of applying cultural and creative industry concepts to artistic education by teachers intended to be similar in kinds of elements such as ages, academic specialties, experiences, and other factors. As for background awareness and application of art education, the viewpoints still remained without difference between different teaching areas. It may thus conclude that Taipei City obviously has abundant educational resources and fluent transmission of information.

Researcher provided recommendations and directions to the Cultural and Creative departments, education departments, educational schools, teachers and future researches.