何榮桂張景媛He, Rong-GuiZhang, Jing-Yuan林佳玫Lin, Chia-Mei2019-08-282011-1-212019-08-282011http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0097A02106%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88912　　本研究旨在透過品格教育融入國中藝文領域創意教學課程，藉此了解國一藝文領域的教材內涵與品格教育的關係，並試圖從中了解藝術與人文領域課程對學生行為改變的影響。本研究目的為: 　一、 了解國一藝文領域的教材內涵及其與品格教育的關係。 　二、 設計品格教育融入國一藝文領域課程，從教學中培養學生「愛家愛 鄉」及「自尊尊人」的情操。 　三、 分析本研究課程實施後，學生創作的表現及行為改變的情形。 　四、 省思研究者在課程設計中，教學技巧及品格教育上專業成長的情形。 　　本研究採用行動研究法，以研究者所任教的班級，即國中一年級共32位學生為對象。研究中透過研究者的觀察及省思札記、學生的作品、學習單、活動及心得的回饋、任課教師班級經營滿意度調查表、上課錄影及協同觀察員的建言等方式進行資料收集與分析。 　　研究結果得到具體成果如下: 一、在運用品格教育融入藝文領域課程時視教材內容可有三種融入方式:一、以「藝文領域」為主。二、以「品格教育」為主。三、「整合藝文與品格教育」。 二、教師在進行藝文單元教學時，可使用「引導問題」的方式，將品格教育自然地融入藝文領域課程之中。 三、藉由運用藝文課程實施品格教育的課程中，可見到學生在「關愛家人」、「愛護家鄉環境」、「自尊尊人」皆有正面的成長。 四、學生透過動畫製作的教學活動使「發揮團隊合作精神」及「孝順」行為更為提升，可見品格教育融入藝文領域有所效益。 　　研究者綜合上述內容，提出具體結論與建議，期望能提供對日後有興趣投入此領域的教師及未來研究者參考，希望這方面有更多的研究與應用，以有效提升學生藝文情意與品格態度。 關鍵字:藝文領域、品格教育、創意教學、行動研究The aim of the action research was to understand the relationship between the personality education and the art teaching materials by integrated these two subjects in art class at junior high curriculum. The research demonstrates the influence over junior high students’ attitudes after the class. The purposes are listed as following: 1.To understand the relationship between the personality education and the art teaching materials 2.To design the lesson plans by integrated personality education into the art class and to cultivate the concepts of caring about your family, loving your hometown and respecting yourself if hoping others respect you. 3.To analysis the performance of students’works and the change of their behavior after the class. 4.To have reflection on the researcher’s teaching methods and personality education during the curriculum designing. Action research was the method that this paper is adopted. The subjects are 32 junior high school students at the researcher’s class. The information sources are from the researcher’s observations, reflections, and students’ work, workouts, activities, feed-backs and video-tapes and suggestions from the colleagues. 1.The results came out that there are three ways to merge personality education into the Art and Humanities Area based on teaching materials. One is focused on the Art and Humanities Area, and another was personality education and the other was combining the two fields. 2.When teaching the lessons, teachers can use the ‘question leading’ approach to merge the two fields. 3.It’s obvious that students obtain positive growth in “caring about your family’, protecting our environment’ as well as ‘respecting yourself and others’. 4.It’s also helpful for students to enhance the concepts of team work and obedience when they learn the computer animation production. As a result, it’s beneficial to integrate personality education into the Art and Humanities Area. According to the above conclusions, the research proposes the concrete conclusions and suggestions that provide art teachers and potential researchers for more references. To efficiently upgrade students’ Aesthetics and personality, more researches and applications in the filed presented in the future are anticipated. Key word: Art and Humanities Area、Personality Education、Creative teaching、Action Research藝文領域品格教育創意教學行動研究Art and Humanities AreaPersonality EducationCreative teachingAction Research