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題 名 | 社區本位藝術課程之跨個案比較研究:以三個藝術課程為例=A Multicase Comparative Study of Three Community-Based Art Curricula |
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作 者 | 陳箐繡; | 書刊名 | 人文藝術學報 |
卷 期 | 3 民93.04 |
頁 次 | 頁327-355 |
分類號 | 903 |
關鍵詞 | 社區本位藝術課程; 學科本位藝術教育; 鄉土藝術教育; 原住民文化藝術教育; 多元個案研究法; Community-based art curriculum; discipline-based art education; Local art education; Indigenous cultural-and-art education; Qualitative multicase study; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究藉由跨個案比較研究三個整合社區資源的藝術課程,試圖了解小學藝術教師、課程和社區環境之間可能的互動形式與實務經驗。三個社區本位藝術課程範例分別是:溪山國小陳老師之1999學年度藝術課程,2000年茶山鄒族文化藝術夏令營,和2001年嘉義社區藝術文化冬令營的藝術課程。希望經由比較分析這三個範例,提供國小藝術教師整合社區藝術文化資源的可能開發模式和新視野,並供藝術師資培育單位參考。 就研究方法來說,本研究以質性研究法為基礎,以「多元個案研究」為依歸,意即先進行質化個案研究,再進行跨個案比較分析。就個案分析上,則以內容分析法配合運用。 本研究結果發現,這三個課程範例不管其課程結構呈現樹枝狀、蜘蛛網絡狀或放射狀,各自都反映社區藝術文化環境的特質,同時也呈現統整性特質,與社區生活經驗有合適的結合。而藝術教師自我開發社區本位藝術課程的型式與趨勢有以下五個共通特色:(一)課程總是需要一段醞釀期;(二)以主題結構方式整合社區資源;(三)會因時因地因人的緣故而彈性調整內容層面;(四)以個人實務經驗為主導,比較忽略理論基礎的規範;(五)比較會以建構引導式或遊戲刺激方式來規劃教學策略。 |
英文摘要 | Grounded on three community-based art curricula, this study is conducted to explore the practical issues in art teachers as curriculum developers. It ultimate goal is to provide insights for art education and art teacher education. The purpose of this study was pursured with a qualitative multicase method which was composed of two stages of analysis; the first was a qualitative case analysis and the second the cross-case comparison. Content analysis was the method chosen for analyzing each case deeply. In order to achieve the structural corroboration, consensual validation and referential adequacy, the analysis was approached by a method of triangulation, that is, the use of multiple sources of evidence for the verdict. As could be found, the structrues of these three community-based curricula are different, but they are all corresponsive to the characteristics of their own communities in integrative patterns. Moreover, these three curricula are all related to children's life experiences. From the viewpoint of curriculum planning, five similar characteristics of the community-based art curriculum are found in these three cased: 1. taking time to evolve, 2. theme-oriented integration, 3. flexble to time and places, 4. growing from personal practices rather than theoretical foundation, 5. emphasizing constructive or playing instructional strategies. |
本系統中英文摘要資訊取自各篇刊載內容。