趙惠玲Chao, Huei-Ling朱弘期Chu, Hung-Chi2020-12-102020-07-292020-12-102020http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060360003T%22.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/114650本研究是由身為國中視覺藝術教師之研究者，探查自身依據參與式藝術的精神與美學理念，以學校所在地之開發案作為議題核心，發展「IN/印社子島」課程，並實踐教育行動的歷程。本研究採批判取向的行動研究方法為模式，以社子島地區一所市立國中之九年級的一個班共18名學生為授課對象，進行為期19週共20節課的教學。藉由研究者教學研究反思、研究夥伴觀課紀錄、學生學習單回饋、作品創作、非正式訪談資料等質性資料，進行內容分析以作為參與式藝術課程之評估與修正，理解學生學習成果以及教師信念轉變的過程。 依據前導研究與正式研究的教學實踐經驗，本研究淬煉出發展參與式藝術課程可參考的五個課程階段，分別為： （一）議題介紹與認識：藉由有關課程議題的新聞報導影片，理解議題在社會情境中的樣貌。（二）議題與藝術創作：鑑賞參與式藝術的案例，增進學生對當代藝術領域的認識，並能理解參與式藝術多元的創作方式，同時也作為實踐參與式藝術課程時的參照。（三）議題對話與討論：邀請與議題相關的人士進行演講與對話，建構不同以往的教學樣態，開啟真實的對話情境。（四）創作中議題的感受與轉化：藉由藝術創作，學生再次覺察、感知、連結並轉化對議題的感受，揉合進創作過程中。（五）創作中的議題展現：學生透過展現藝術作品的符號性行為，表達在課程中所獲得的感受與培養的態度。 透過本次行動研究結果的詮釋與分析，研究者對於自我的視覺藝術教學與課程有深刻的反思與體悟，期能透過成果分享與其他實務工作者相互砥礪，並可作為後續研究追蹤探索。研究建議包含：（一）善用教師角色，突破課程及學校疆界，實踐參與式藝術創作、（二）重視且運用同儕合作交流學習所發揮的影響力、（三）建構學習鷹架引導學生批判與思考的能力（四）藝術創作與議題表達皆須有多元實踐與表達的機會、（五）教師應勇敢擺脫自我侷限與框架，實踐自我教學信念。This study aims to know how the teacher develops an art curriculum “Brass Rubbing of Shezidao Area” Course based on the spirit and aesthetic ideas of participatory art and practices educational actions through the topic “Shezidao Developmental Project”. This research adopted a critical action research method to conduct a nineteen-weeks (20 courses)study on a class within a total of 18 student participants from ninth-grade of a municipal junior high school in the Shezidao area. Qualitative materials such as instructor’s teaching reflection, research partner’s observation records, student feedback, art creations, and informal interviews were used to carry out content analyses. The results of the analyses were not only used to modify and revise the design of the participatory art curriculum, but also understand the students learning outcomes, and insight on the process of teachers' belief transformation. Based on the practical teaching experience from leading research and formal research, it refines the five stages of the development-participating art curriculum, which are：(1) Issues Introduction and Understanding: watching news clips related to the issues to understand how they are perceived in the social context. (2) Issues and Art Creation: knowing participatory arts and other methods of art creation, which extends the concept of contemporary art in the domain of visual arts for the subject, and also provides references for actions in participatory arts. (3) Issues Discussion and Dialogue: participating the speeches and talks hosted by teachers and individuals related to the issues so as to establish different learning styles from the past and develop authentic dialogues. (4) Transformation of feelings towards the Issues through Creation: perceiving and sensing transformation of feelings through artistic creation to further blend them into the creative process. (5) Issues expressed in Creation: expressing feelings and attitudes in the course by showing the symbolic behavior of artworks. Through the interpretation and analysis of the results of this action research, the author hopes to open up a conversation among practitioners and provide guidance for future research. Some suggestions for further exploration: (1) Make good use of the teacher's role, and seek cooperation. (2) Pay attention to the influence exerted by cooperative learning. (3) Construct a learning scaffolding to develop students’ critical and independent thinking ability.(4) Create an encouraging and accepting environment for students to create arts and express their feelings towards the issue. (5) Be brave to step out of comfort zones and practice self-teaching beliefs.社子島開發案參與式藝術課程視覺藝術教師Shezidao developmental projectparticipatory art curriculumvisual arts teacher