國小資優班資訊融入視覺藝術欣賞教學之研究

Abstract

本研究的主要目的是以行動研究法發展一套適用於國小資優班五年級資訊融入視覺藝術欣賞之教材，並觀察師生在此主題教學中的成長歷程，探討資訊融入視覺藝術欣賞教學對國小資優生視覺藝術欣賞能力、資料蒐集處理能力及簡報設計能力的提升情形。 本研究依據九年一貫藝術與人文領域、資訊教育之能力指標及資優教育的教學目標、參考相關文獻來設計教材，由實際教學中，透過攝影、錄音、觀察、訪談資料、學生作品及師生互動的情形不斷地修改教材，並進行反思及資料分析，主要發現如下： 一、視覺藝術欣賞課程在資優班宜用主題教學的方式。 二、視覺藝術欣賞課程設計宜選擇和生活相關的主題，可以提升學生的學習動機。 三、用資訊融入視覺藝術欣賞教學，給予多元的教材，可豐富教學內容，配合資優生的學習特質，也可提升教學品質及學習成效 四、課程設計方面，應配合資優生的成熟度，循序漸進，宜從小學三年級開始，每學期固定安排幾次的欣賞課程。 五、普通班的美勞課程，大多強調創作，在資優班課程設計上，在視覺藝術欣賞方面加強，可補普通班著重於創作之缺失，也可增進資優生的批判思考能力。 六、對資優生的課程設計，宜做到加深加廣，兼顧到東、西方及本土之藝術，以符合資優生的學習需求。 七、課程設計中，應針對資優生的領悟力強及好奇專注的特質，讓學生有參與活動的機會，可以提高學生的學習興趣。 八、本研究所使用之資訊融入視覺藝術欣賞教學之教學模式為：在課前準備部分，教師蒐集相關資料並指導學生蒐集相關資料，將資料掃描下來。指導學生用簡單的多媒體動畫展示軟體來呈現。由學習單的引導，讓學生能先知道課程重點。由學生事先準備畫家的一生，對同學說明。教師用簡報，將相關問題秀出，讓學生回答。教師指導學生用藝術的語言及原則來欣賞畫作。師生共同欣賞及討論。老師將列印出來的相關畫作展示出來，讓學生在下課時欣賞。指導學生上網蒐集相關資料並做整理。指導學生做簡報的技能，將蒐集來的資料放入編輯。能將自己的簡報作品與同學分享，並互評優缺點。 九、視覺藝術欣賞在人格培育方面，可以讓資優生的人格特質更趨於完美。 十、根據資優生的思考能力佳的部分，給予學生之間的互評機會，可提升批判思考能力及欣賞能力。 十一、對資優生的敏感特質部分，於上課中教師必須多加留意及適時的輔導。 十二、在資訊融入視覺藝術欣賞的課程中，師生的視覺藝術欣賞及電腦能力都有明顯的提升。 十三、根據資優生的追求成就感的特質，將學生作品放在學校的網頁中，可增加學生的成就感。The main purpose of this research is to develop a set of appropriate teaching materials of "integration information into visual arts appreciation instruction" for fitting the 5th grade giftedness. Furthermore, we can also observe the learning process for both teachers and students during this project and study how this project can help to improve the students' ability of appreciating visual arts and data collecting and presentation design. This project is designed in accordance with grade 1-9 curriculum arts and humanities areas, ability index of information technology education, teaching objective of giftedness and referring related historic documents. By using the technic of video shooting, observing, audio recording, interviewing, students working and mutual interacting between teachers and students, I keep trying to revise the materials and proceed with reconsideration and data analysis. I have some main discoveries and conclusions as followings: 1. Subject teaching is the optimal solution for visual arts appreciation courses used at giftedness class. 2. The design of visual arts appreciation courses should be more close to common life in order to increase students’ motivation. 3. By using integration information into visual arts appreciation instruction and offering diversified materials, we could enrich teaching contents. We could also upgrade teaching quality and learning effect if we match giftedness student’s character. 4. In the aspect of course design, we shall meet the maturity level of giftedness students and follow step bystep. It is more appropriate to begin with the 3rd grade and arrange several appreciation occasions routinely every semester. 5. The art teaching courses for ordinary class are mainly focused on creative work. We can make up this shortage by strengthening visual arts appreciation instruction on giftedness course design. We can also increase the ability of giftedness students’ judgment and thinking. 6. On the course design for giftedness students, we need not only to deepen and widen the whole materials but also to consider oriental/western& native cultures in order to meet the learning demand. 7. When we design the courses, we need to aim at some special characters on giftedness students like high comprehension ability, curiosity and concentration. This can offer more opportunities for students to be involved and improve their learning interest. 8. The teaching model which this project utilizes is: a. On the part of preparation before class, teachers collect related information and instruct students to do the same job. Teachers should scan the whole materials. b. Instruct students to show the materials collected by using general multimedia display software. c. Offer the teaching itinerary and allow students to learn the courses in advance. d. Students prepare the lifetime story of the artist and present to other classmates. e. Teachers present all the questions related to students and allow them to answer.f. Teachers instruct students to appreciate painting with the principle and language of art. g. Teachers and students appreciate and discuss together. h. Teachers print out the painting and allow students to appreciate after class. i. Instruct students to collect and organize data from internet. j. Teach students how to edit the information collected and the skills to prepare a presentation. k. Students share the presentation and works with each other and offer commentary. 9. Visual art appreciation could help giftedness students’ personality to incline to perfection. 10. Due the excellent ability of thinking and judging for giftedness students, we can help them to improve further their thinking& criticizing ability if we provide them more opportunities to give commentary. 11. In terms of student’s sensitive character, teachers need to pay more attention in class and offer timely assistance. 12. During the integration information into visual art appreciation courses, we will find the improvement on ability of appreciation and computer for both teachers and students. 13. Because of the giftedness students’ character of pursuing sense of achievement, we can give them more of this achievement if we put their artwork on school’s website.