「國際文憑中學項目」以概念為本課程設計之研究-以中山女高美術課為例

Abstract

本研究的目的，為探討國際文憑中學項目概念為本課程，在臺灣美術課堂實施歷程與對學生創造力的影響。本研究採取行動研究法，以台北市立中山女高某班三十六名學生作為研究對象，進行為期九週共十八堂課之教學活動。藉由學生之學習單、寫生、創作的作品、訪談、課程回饋單，以及研究夥伴課程觀察、教師反思日誌等，進行資料分析，以作為概念為本課程之評估與修正，同時找出對學生創造力之影響。本研究獲致結論如下： 一、概念為本課程設計過程需廣泛蒐集資料，精簡整理過後，設置多樣化情境，形成具有架構性且能引導學生歸納出概念並遷移之課程。 二、教學者須針對學生思考的深度、廣度以及課程適應程度，進行概念與課程細節的調整。 三、概念為本課程對學生創造力的自我認知產生正向影響，而其中反省並概念遷移是對學生創造力產生影響的關鍵。

最後，研究者針對：一、概念為本課程準備注意事項；二、課程細節與概念遷移的引導；三、創作媒材的選擇影響學生想法的呈現；四、友善的課程氣氛營造以及同儕互助，提出建議，以作為後續研究之參酌。The objective of the thesis is to discuss the concept-based curriculum in International Baccalaureate Middle Years Programme (IBMYP), and elucidate how such curriculum is practiced in Taiwan’s art classes and influence the student’s creativity.This thesis uses Action Research methodology. This thesis employs a thirty-six-student class of Taipei Municipal Zhong Shan Girls High School as the object of study, and examines the instructional effectiveness after nine weeks, which are eighteen lessons in total. Throughout the whole session, study sheets, sketch works, artistic creations, interviews, student’s feedbacks, curriculum observations, and teacher’s reflections are utilized as assessments and readjustments to the concept-based curriculum; meanwhile, it is applicable to analyze how these materials may influence student’s creativity.This thesis concludes that: Firstly, designing the concept-based curriculum requires extensive data collection, and the educator should process the materials and design constructive courses for the students to conduct the conceptual transfer in diversified learning situations. Secondly, the educator should adjust the concepts and course details according to the students’ breadth and depth of knowledge and their adaptations to the course. Thirdly, the concept-based curriculum has a positive effect on the student’s creativity and self-recognition. Especially, metacognition is the key factor for the students to experience the conceptual transfer, and thereby influencing their creativities.Finally, for my further studies, I offer advice on four notions: preparations for the concept-based curriculum, the guidance of course details and conceptual transfer, the choices of creative mediums and the following influences on how the students present their ideas, and managing friendly classroom atmosphere and peer assistance mechanism.