趙惠玲Chao, Huei-Ling曾仰賢Tseng, Yang-Hsien2022-06-072021-08-202022-06-072021https://etds.lib.ntnu.edu.tw/thesis/detail/6a35709abe09fd833ce28d78b0ff43da/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/116428當代藝術的發展趨勢受到越來越多關注，而當代藝術也逐漸被認為是學生重要的藝術學習範疇之一。因此，對於中小學視覺藝術教師之當代藝術教學經驗與相關教學信念的探究，成為藝術教育界應予探究的議題。本研究採個案研究法中的多重個案研究，試圖了解六位中小學視覺藝術教師的當代藝術教學經驗與異同，並藉美術館雙年展為場域分析其對個案教師當代藝術教學信念的影響。研究結果發現，個案教師面對當代藝術易有疏離與陌生感，並存有對當代藝術教學專業的疑惑。然而，個案教師均有著以學習者為中心的教學專業評估與教學信念，認同必須在當代藝術教學不斷嘗試累積的經驗過程，逐漸移轉信賴已久之過往藝術教學內涵的教學信念，方能夠理解學生對當代藝術的學習過程，並進行因不同生活經驗與先備知識產生的差異性教學實施。本研究在梳理個案教師於當代藝術教學的認知與理解，以及教學實施內涵與經驗後，提出結論：中小學視覺藝術教師當代藝術教學經驗的認知與理解之社群共備趨勢、媒體科技資訊專業素養發展歷程的必要性；在當代藝術教學經驗的異同發現，是來自於藝術專業評斷分析與網絡資源結合應用的實踐；在美術館雙年展教學信念影響的關鍵，在於透過自我導向式的觀看經驗與館校教育資源的鏈結發展運用。透過前述研究歸納，本研究建議：未來應以不同的研究方法探究從學生為中心的當代藝術教學實證研究、以課程規畫設計理解當代藝術教學信念的研究，而目前臺灣已趨近成熟的美術館雙年展應可提供中小學視覺藝術教師做為課程規劃與教學實踐的適當資源。The development trend of contemporary art has received more and more attention, and contemporary art is increasingly being regarded as one of the important art learning areas for students. Therefore, the exploration of the contemporary art teaching experience and relevance of which with teaching beliefs of visual art teachers in primary and secondary schools has become a topic that should be further explored in the art academic world.This research adopts a multiple case study method to attempt to understand the similarities and differences of the contemporary art teaching experiences of six primary and middle school visual arts teachers, and then using the Art Museum Biennale as a platform upon which to analyze its influence on the case teachers’ beliefs in contemporary art teaching. The results of the study found that the individual case teachers are prone to a feeling of alienation and estrangement of contemporary art, and they also have doubts towards the contemporary art teaching profession in general. However, the case teachers having all undergone professional learner-centered teaching evaluation, agree that they must try and continuously accumulate the experience of contemporary art teaching, while simultaneously transcending beyond long-trusted beliefs and connotations of art teaching, in order to better understand the students’ learning processes of contemporary art, thereby equipping them with the tools and abilities of provide various models of teaching implementation with regards to each students’ individual life experiences and prior knowledge.After sorting out the overall recognition and comprehension of individual case teachers with regards to contemporary art teaching, as well as the experiences gained in teaching implementation, this research presents the following conclusion: the growing trend of community cooperation in the cognition and understanding of contemporary art teaching experience within primary and middle school visual art teachers, and the significance in the development of media information technology proficiency; the similarities and differences found in contemporary art teaching experience originate from the combination of network resource usage and the practice of art professional judgment analysis; The key to the influence of teaching beliefs in the Art Museum Biennale lies in the self-directed viewing experience and the development and application of the link between the education resources of the museums and schools.In summary of the conclusions mentioned above, this research suggests that we should adopt different research methods to explore student-centered contemporary art teaching empirical research. In addition, it encourages conducting research on the understandings of the faiths and beliefs of contemporary art teaching using curriculum planning and design, resources of which, should be increasingly available provided by the ever growing and robust Art Biennale in Taiwan.當代藝術當代藝術教學經驗美術館雙年展教學信念contemporary artcontemporary art teaching experienceArt Museum Biennaleteaching beliefs