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| 題 名 | 攝影作品鑑賞模式與教學實例之研究=A Research on the Model of Photography Appreciation and Its Application |
|---|---|
| 作 者 | 黃嘉勝; | 書刊名 | 臺中師院學報 |
| 卷 期 | 13 1999.06[民88.06] |
| 頁 次 | 頁509-548 |
| 分類號 | 950.3 |
| 關鍵詞 | 攝影鑑賞; 攝影課程; 鑑賞教學; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 攝影鑑賞是一種通過理性思考的審美追尋活動。一個人若能對身邊的事物由關心 而品味,由品味而理解,再由理解去加以評價;這一個人不僅將成為一個生活的享受者,而 且也將是一個生活美感的創造者。本研究探討了攝影的本質與特性,進而就攝影鑑賞的功能 與理論基礎找尋依據。在攝影鑑賞的項目與內容方面,本研究歸納應包含三大方面:(1)美感 經驗、(2)攝影史及(3)攝影批評。另透過中外藝術教育學者專家們的文獻探討,筆者歸納發 展攝影鑑賞模式的五要素:(1)教學目標、(2)學習者、(3)教材內容、(4)步驟及(5)教學評量 等項。筆者採取Bruner的識別知覺能力四階段與Feldman的批評四程序;並參酌國內外學者 專家之文獻,綜合歸納出「攝影鑑賞步驟、問題導向與內容要點」,供本研究之受試樣本來 撰寫攝影鑑賞作業。最後,依據筆者設計之「學生攝影作品鑑賞之各層面內容評量要點」, 來進行統計評析學生學習之成就。 本研究經評量分析30位學生攝影鑑賞作業後,發現學生攝影鑑賞能力在攝影史與攝影 批評兩層面顯然不足,尚待補強。另外,因研究時間匆促與樣本人數受限,未來有關的研究, 若採用筆者初探之攝影鑑賞模式時,尚須更多文獻與實驗來測試並加以證實。最後,本研究 提供五項建議事項供參考: 1.攝影鑑賞能力包含美感經驗、攝影史與攝影批評三層面,誠如Eisner(1966)與 Mittler(1980)之研究結果;攝影鑑賞能力,須透過有效的教學與學習方能有成。 2.未來各級學校之攝影課程,教師應善用教學時間;期間應加強攝影史與攝影批評兩方 面的介紹與引導,讓學生破除個人主觀的品味習慣,而能從探討歷史或社會的省思中,提出 具有深度性的批判內容。 3.攝影鑑賞教學的方式,可彈性應用本研究所提出的五項學習單內容:並順應學生的能 力、教學時間、或教學空間等,來配合使用。 4.未來有關之研究樣本對象宜多樣化;如各級不同學校、不同系別、不同年級、不同攝 影修習程度等;另樣本人數宜再增加,以求得研究信度之提高。 5.本研究攝影鑑賞模式係屬初探,宜再深入參酌較新且有關的理論依據;並搜集有關的 實徵研究結果。而模式中各層次評量內容要點,宜再請攝影教育的學者專家提供寶貴意見, 並加以修正測試,以利未來攝影鑑賞教學引用。 |
| 英文摘要 | This study is to explore the perspectives of the essence of photography, the function of photography, and the rationale of photography appreciation. In view of the content of photography appreciation, three issues will be inducted in this study : (1) aesthetic experience, (2) photography history, and (3) photography criticism. Furthermore, the author also develops a model for photography appreciation, which includes five elements : (1) objectives, (2) learners, (3) content, (4) process, and (5) evaluation. Based on these elements, the author develops a table to evaluate the works of photography. Finally, the data are collected from 30 students use the table for appreciating the works of photography. The result of the data indicates there are insufficient abilities in both photography history and photography criticism in the programs. Accordingly, this study offers five suggestions as follows 1. The ability of photography appreciation needs to foster the learning experience in three aspects: (1) aesthetic experience, (2) photography history, and (3) photography criticism. 2. The course of the photography appreciation needs to increase the abilities in both photography history and photography criticism in the programs. 3. The instructional content of photography appreciation can be focused on any one of the five suggested learning lists of photography appreciation. 4. The future study needs to include the subjects with a variety in school settings, program grades, and the levels of photography appreciation. 5. In order to effectively conduct photography appreciation in the future, this study suggests: (1) to refer to the updated rationale of photography appreciation, (2) to collect the related literature, more subjects, and experimental cases, and (3) to modify further on the model of Photography appreciation. |
本系統中英文摘要資訊取自各篇刊載內容。