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題名 | 資訊科技融入視覺藝術教學對國中學生影響之初探=An Action Research on the Effects of Integrating Information Technology into Visual Art Teaching toward Junior High School Students |
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作 者 | 黃旭陽; | 書刊名 | 國教學報 |
卷期 | 17 民94.09 |
頁次 | 頁27-67 |
分類號 | 524.37 |
關鍵詞 | 視覺藝術教學; 創造力; 資訊科技; Creativity; Information technology; Visual art teaching; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討現階段國中視覺藝術融入創造力教學法,將資訊科技融入教學,學生的反應及創造力傾向與成果表現。歷經一學年的研究,獲得以下結論: 一、本研究分為三個教學階段,依次為「以資訊科技輔助傳統黑板課本」階段、「把資訊科技當做探索與表現的工具」階段、「把資訊科技當做溝通學習的橋樑」階段。教學理念的轉變是根據上階段的缺失改進而來,每後一階段的教學理念都比上一階段更符合本研究的情境。 二、有效的資訊融入教學策略,例:導入階段使用「投影片」和「錄影帶」引起動機;探索階段運用「搜尋引擎」蒐集資料;審美與理解階段運用「校園網站」及網路建築照(圖)片簡介;實踐與應用階段以「視覺藝術教學網站」填寫學習單、運用「Powerpoint」完成「影像故事集」,激發創造力;評量階段運用「線上討論區」促進師生的交流互動。 三、從學生對資訊科技融入教學問卷及視覺藝術教學感受問卷分析得知,學生大多喜歡資訊科技融入視覺藝術教學,認為資訊科技有助於學習。透過創造力測驗問卷之前後測分析得知,學生在「認知創造力」有明顯的進步,尤其「精密性」方面。但學生在「情意創造力」無明顯變化,只有「挑戰力」有顯著的進步。 |
英文摘要 | The purpose of this research is to find out procedures and strategies for integrating information technology into visual art creativity teaching. In addition, the study also examines students’ responses and creativity tendency and creativity result to the teaching practice. The major outcomes of this research are summarized as follows: 1. The researcher’s philosophy for integrating information technology into visual art creativity teaching can be divided into three phases: “information technology assist traditional teaching tools”, “information technology as a exploring and expression tool”, and “information technology as a communication and learning tool”. The philosophy used in the latter phase is always more suitable for the researcher’s teaching environment than the former one. 2. The researcher has integrated different types of information technology in each phase of visual art teaching cycle. For example, in the engagement phase, the researcher can teach and motivate students with overhead projectors, videotapes or computer video clips. In the exploring phase, the teacher can teach students to use “search engine” to gather information. In the comprehension phase, the teacher can use “school web” to assist teaching. In the application phase, the teacher can use “visual art web”,”powerpointer”,and ” windows painter” to assist students to learn well. In the evaluation phase, the teacher can use “on-line discuss” as the communication tool. 3. The analysis of the questionnaires of students’ knowledge on integrating information technology into visual art teaching and students’ feeling about the teaching of visual art shows that most students like the integrating procedures and think these procedures are helpful for their study of visual art. The analysis of the questionnaires of students’ creativity shows that students have clear advancement in acknowledge aspect of creativity, especially in exactness. However, the students don’t have clear advancement in tender regards aspect of creativity in addition to challenge. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。