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題名 | 藝術融入課程之個案研究--以繪畫與音樂為例=The Case Study of Two Types of Arts Infused Curriculum: Painting and Music |
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作者姓名(中文) | 吳筱萍; 鄭月秀; | 書刊名 | 國際藝術教育學刊 |
卷期 | 13:1 2015.07[民104.07] |
頁次 | 頁163-220 |
分類號 | 903 |
關鍵詞 | 藝術融入課程; 繪畫; 音樂; 國語學習領域; Arts infused curriculum; Painting; Music; Mandarin learning areas; |
語文 | 中文(Chinese);英文(English) |
中文摘要 | 在國外,藝術融入課程已行之多年, 各有其特色與教學模式, 而台灣針對 藝術融入課程雖已大力推廣, 但成效似乎無預期中的快速。因此,本研究以藝 術融入課程為主要的核心概念,運用繪畫互之音樂兩種不同藝術形式探究兩者之 間的教學模式及課程的應用。期望藉由本研究對不同藝術型式教學酌探討, 能 提高國內藝術融入課程的執行與運用,作為未來相關學術和教學的參考。 本研究主要的研究方法為個案研究法。藉由兩種不同藝術形式酌藝術教師 融入台灣雲林縣某國小的四年級國語學習領域,透過協同教師的溝通及設計課 程酌規劃並加以分析比對,進而探究不同酌藝術形式是否對協同教師及學生造 成學習影響及教學模式的比較。利用直接觀察法紀錄兩種藝術形式的實施過程 及分析歸納學生的學習單,而對研究對象與參與人員採用深度訪談法記錄。 研究結果發現透過藝術融入課程的教學模式的確能提升學生酌學習興 趣,藝術教師、教學助理或協同教師若具有相關執行經驗即能促進良好的溝 通,而故事型課文具備實施藝術融入課程的優勢及不同藝術形式能刺激學生不 同的感官體驗, 且兩者皆運用創新媒材上課使教學課程更加有趣。 |
英文摘要 | Arts infused curriculum has been implemented about 20 years abroad. There are plenty of implementations, and each has one’s unique features and teaching models. Although arts infused curriculum has been vigorously pushed, it hasn’t develop rapidly in an effect way in Taiwan. Therefore, the core concept of research was arts infused curriculum that used two types of arts (painting and music) to explore their teaching models and curriculum’s application. The research findings may serve as a guide for further research on the teaching models of arts infused curriculum in Taiwan, as well as enhance the implementation of arts infused curriculum. The main research method was Case Study. Two artists imported two different types of arts into Mandarin learning areas of the elementary school in Yunlin County individually. Two different cases that through team-teaching teacher’s communication and the curriculum’s design were given to analyze the learning impact and the comparison of teaching models for team-teaching teachers and students. Using qualitative research method which included direct observational method and depth interview method documented the implemented process, interviewed the major objects and summarized students’ learning sheets. The results revealed that the teaching models through arts infused curriculum actually enhanced students' learning interesting. If the artists, teaching assistant or team-teaching teachers had implemented experiences, it could better the communication between them. Story-type curriculum had the advantage of implementing arts into curriculum. Two different types of arts stimulated students' different senses. By the way, using innovative materials also made the curriculum more interesting. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。