本研究乃透過行動研究之方式,探討國中表演藝術課程實施檔案評量,是否能產生良好的成效,並從中建構具體教學策略與評量方式,探究檔案評量對學生學習之助益,提供表演藝術課程實施檔案評量之結果與建議,同時,藉由教學過程中進行的反思與探究,讓研究者在專業上有所精進。 為達到以上的研究目的,研究者自編表演藝術課程,以觀察、感受與創造做為課程主軸,進行為期十一週的教學,經由蒐集研究者的課堂日誌、協同研究者的觀察記錄、學生的學習單與作業、問卷與訪談等資料,完成綜合分析,並歸納出以下結論: 一、建構具體教學策略與評量方式方面: (一)教學策略上,若能充分考量檔案評量強調多元化與學生自主性之特色,來進行課程設計,則可以收相輔相成之效。 (二)學習單或作業的設計若能展現表演藝術課強調創意與適性發揮之特色,加上教師正面的鼓勵,學生對於製作檔案的興趣較高,樂於收藏學習過程,同時也較能得到成就感。 二、檔案評量對學生表演藝術課學習之助益方面: (一)可有效提昇學生對課程的興趣與上課專注度,更清楚課程內容,同時提昇對周遭的觀察和感受能力,與創造作品的能力,達到教學目標。 (二)檔案評量可增進同學蒐集與整理資料的能力,同時幫助思考周詳及自我的省思與了解,學習態度更加正向積極。 (三)檔案評量可促進同學彼此的交流,增進合作關係,對於欣賞他人的能力以及與人相處的能力,均有所提昇。 (四)透過教師的評價與同學間相互的回饋,有助於學生回顧這段時間以來的學習情形,了解自己優缺點並加以改善。 最後,根據研究結果對未來研究與相關單位提出建議,以作為未來進行相關研究之參考。 關鍵字:檔案評量實施、表演藝術教學、行動研究
Abstract This action research aims to investigate the effectiveness of portfolio assessment applied to performing arts classes of junior high school. Hopefully this study can facilitate constructing strategies in teaching and assessment, further understand how portfolio assessment can benefit learning, provide results and suggestion in performing arts classes, and enhance the researcher’s competency through reflection and self-improvement. To reach the above mentioned goal, the researcher designed an 11-weeked syllabus on arts class, focused on observation, feeling, and creation. The following conclusions are proposed through collecting and analyzing materials including: class journals, co-workers’ observation, learning sheets and homework from students, questionnaire and interviews: 1.Constructing teaching strategies and assessing method: (1) Teaching and assessment can be complementary if diversity and individuality are taken sufficient consideration while designing the class plan. (2) Learning sheet and homework can massively encourage learners’ willingness both in completion and preservation, if they are designed to demonstrate creativity and personal character, with the encouragement from teacher. 2. Portfolio assessment benefits learning performing arts class: (1) It effectively helps students raise interest and attention in class, understand the objective of class, as well as enhance their capacity in observing, feeling, and creating, hence reaching the class goal. (2) It improves students’ ability in data collection and classification, facilitates students’ self-reflection and self-understanding, as well as develops more active attitudes in learning. (3)It facilitates interaction between students as well as enhances collaboration, hence improves students’ interpersonal skill and ability in appreciation. (4)Through the feedback from teacher and peers, students get an opportunity to review their learning, personal advantage and shortcoming, and improve theirself. The researcher also provides some suggestions for the authorities and further studies. Keywords: Portfolio Assessment, Teaching Performing Arts, Action Research