黃光男林振春陳慧娟Chen, Hui-Chuan2019-08-292011-1-262019-08-292011http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0894020038%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92521教育是美術館存在的重要價值。美術館有著豐富的收藏與教育資源，提供終身學習機會、輔助學校教育的實施、推廣藝術教育等為其教育使命。為廣大的學校師生提供教育服務是美術館的重要職責，尤其在今中小學九年一貫學校教育改革下，推動「藝術與人文」學習領域課程，強調統整及活化的教學，重視藝文教師賦權增能與成長，而藝文教師又是教學現場的靈魂人物，因而，美術館實施中小學藝文教師在職教育愈見重要。 本研究旨在探索及了解美術館實施中小學藝文教師在職教育之目的及實務。具體而言，亦即探查美術館實施中小學藝文教師在職教育在教育目標、教育提供、教育參與、教育環境與條件等構面上的重要內涵，並透過實地查訪、SWOT分析，建構美術館推動中小學藝文教師在職教育之參考策略。 研究過程，先經文獻探討以研擬本研究策略分析構面及其項目內涵，並實地前往國內主要美術館進行查訪了解現況，後採用德爾菲問卷調查及焦點團體座談等方法，進行檢核與討論而獲得實徵資料，最後綜合有關資料進行析論，獲致研究結論如下： 一、美術館實施中小學藝文教師在職教育的重要目標，在於增進藝文教師專業能力、運用美術館教學、與美術館合作、促進藝文休閒與個人成長。 二、美術館與藝文教師關係多重，美術館提供中小學藝文教師在職教育，扮演多元的教育角色，也提供多樣態類型、內容與不同推展方式之教育服務與方案。 三、美術館促進中小學藝文教師教育參與，應考量美術館教育活動、藝文教師個人及其他支援等相關要項因素。 四、美術館實施中小學藝文教師在職教育，評估有利於推動是項工作之內部條件與外部環境，則應審視美術館有形或無形的資源、知識與經驗、教育合作服務，以及相涉之教育政策、文化氛圍等情形為要項。 五、在「發展性」、「區隔化」、「整合性」三大策略思考下，建構美術館推動中小學藝文教師在職教育策略作法如下：設定教育目標、專人專辦、彈性服務、常態化、活動創新為發展所需；根據教師社群特性、不同地域性，提供區隔化教育服務；美術館內外需進行溝通與資源協調整合等推動策略。 最後，分別針對美術館、中小學藝文教師、教育或文化主管機關、中小學校及後續研究提出建議。Education is the important value of the existence of art museums. Art museums have rich collections and educational resources, and provide lifelong learning chances, assist in implementing school education, promote art education are their educational missions. Providing the education service for the numerous teachers and students is an important responsibility of art museums. And now, promoting “arts and humanities” learning areas curriculum, emphasizing integrated and living teaching, strengthening the empowerment and growth of arts and humanities teachers, to get along with the grade 1-9 secondary and elementary school educational reform. And arts and humanities teachers are the soul of teaching, so art museums on implementing in-service education for arts and humanities teachers of secondary and elementary schools is more important than ever. The purpose of this research was to explore and realize the goals and practices, which art museums on implementing in-service education for arts and humanities teachers of secondary and elementary schools. Specifically speaking, i.e. to study the important connotation of educational objective, educational provision, educational participation, educational environment and conditions which art museums on implementing in-service education for arts and humanities teachers of secondary and elementary schools. And by on-the-spot investigation and SWOT analysis, to construct strategies for reference which art museums to promote in-service education for arts and humanities teachers of secondary and elementary schools. In the process of research, at first, a literature review that was conducted to structure categories and items of strategic analysis in this research, to visit domestic main art museums to take field investigation and interview for realizing current situation. And then this study obtains impersonal materials through evaluation and discussion by the Delphi survey method and the focusing group interview. At last, related materials analyzed synthetically to get the following conclusions: 1. The important objectives of art museums on implementing in-service education for arts and humanities teachers of secondary and elementary schools, which are to improve the professional abilities, utilize art museums for teaching, cooperate with art museums, promote art& leisure and individual growth of arts and humanities teachers. 2. The relationship between the art museum and arts and humanities teacher is multiple. Art museums provide in-service education for arts and humanities teachers of secondary and elementary schools that play plural educational roles; and they provide diverse types and contents and different extended methods of educational services and programs, too. 3. Art museums promote educational participation for arts and humanities teachers of secondary and elementary schools, they should consider the related important aspects that contains “educational activity”, ” arts and humanities teacher” and “support”. 4. To assess internal condition and external environment to help for art museums on implementing in-service education for arts and humanities teachers of secondary and elementary schools. It should examine the key factors carefully, which contains the situations of the visible/invisible resources, the knowledge and experience, the educational cooperation service exist in art museum, and the related educational policies, the cultural atmosphere around. 5. Under the three main strategic thinking of “development”, “distinction”, “integration”, constructing the strategic measures that art museums to promote in-service education for arts and humanities teachers of secondary and elementary schools as follows: Setting educational objective, specific people to do the job, providing the flexible service, normalization, innovating activities are necessary for development; according to the traits of teacher community, different area to provide the education service separately; communicating between inside and outside, and integrating resources are necessary in art museum. Finally, suggestions were proposed to the art museums, arts and humanities teachers of secondary and elementary schools, educational or cultural authorities, secondary and elementary schools, and for further research.美術館美術館教育中小學藝文教師策略art museumart museum educationsecondary and elementary schoolarts and humanities teacherstrategy