環境議題融入高中藝術生活課程行動研究

Action Research on Environmental Issues Incorporated into Senior High School “Art and Life“ Curriculum

黃愷雁

指導教授 ： 郭禎祥

國立臺灣師範大學/藝術學院/美術學系/碩士(2012年)

摘要

本研究為環境議題融入高中藝術生活課程行動研究，其目的有三：
一、分析環境議題融入藝術生活課程之內涵；
二、探討大同高中環境議題融入藝術生活課程之實施與成效；
三、根據研究結果，提出未來環境議題融入高中藝術生活課程之設計與實施之建議。透過文獻探討分析環境教育、藝術生活課程綱要及環境藝術教育等相關論述後，研究者設計出「藝術家的綠色計畫」、「不可不知的綠色風潮」及「我們的創意伊通街綠計畫」等三個單元，對於研究者任教之高三某班級的四十位學生實施課程及研究，藉由多方資料蒐集分析後，根據目的提出下列研究結果：
一、環境議題融入藝術生活課程之內涵應包含全球性環境議題及環境藝術等多元
內容。
二、環境議題融入藝術生活課程，能引起學生學習興趣，配合多元化之教學策略，
能兼顧環境教育課程及藝術創作之教學目標，使課程內容具有相輔相成的效
用。
三、探索體驗的學習活動及創作歷程，可提升學生的藝術人文素養及環境教育的
相關之能，並促進學生對社區環境的認識與互動、培養社區意識及地方感。
四、依據學生學習成果的表現分析，顯示環境議題如數藝術生活課程有其正面的
意義與價值。
最後本研究針對研究結果與發現，就教學者、課程設計與實施、學校行政及未來研究方向等四個部分提出建議。

關鍵字

環境教育 ； 高中藝術生活 ； 行動研究

並列摘要

This study was an action research of incorporating environmental issues into senior high school “Art and Life” curriculum. The objectives of this study were:
1.To analyze the content of the Art and Life curriculum incorporated with environmental issues;
2.To investigate implementation and effectiveness of the curriculum in Datong Senior High School;
3.To propose suggestions on design and implementation of the Art and Life curriculum incorporated with environmental issues.
After a review of literature related to environmental education, the Art and Life curriculum guideline, and discourses on environmental art education, the researcher designed three lessons of environmental education that could be integrated into the Art and Life curriculum, including “artists’ green plans”, “the must-know green trend”, and “our creative green plan for YiTong Street”. These lessons were later implemented on 40 students of a third-year class in the senior high school instructed by the researcher, and related data were collected during and after the implementation. Through analysis of the collected data, this study proposed the following conclusions:
1.The integrated Art and Life curriculum should cover a wide array of issues, including global environmental issues and environmental arts issues.
2.The integrated Art and Life curriculum could induce learning motivation in students. By using pluralistic teaching strategies, teachers could achieve the teaching goals of environmental education and those of art creation at the same time.
3.The experiential learning activities and art creation experiences could help increase students’ art literacy and knowledge of environmental education, facilitate their interaction with the community, and also develop more community awareness and local senses in them.
4.The analysis of students’ learning outcomes warranted the positive meanings and values of incorporating environmental issues into the Art and Life curriculum.
5.Based on research results and findings, this study proposed some suggestions with respect to teachers, curriculum design and implementation, school administration, and future research, respectively.

並列關鍵字

environmental education ； Art and Life curriculum ； action research

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