高中藝術生活教師教學信念之研究

A Study on Arts and Life Teachers Teaching Beliefs in Senior High Schools

楊淑勳

指導教授 ： 趙惠玲

國立臺灣師範大學/藝術學院/美術學系/碩士(2012年)

摘要

本研究旨在探討高中藝術生活教師之課程政策、課程實施、環境參與和教學資源等層面教學信念與教學實務經驗之實際情況，並比較受訪對象性別、年齡、最高學歷、畢業科系、教學年資、藝術生活任教年資、擔任職務、任教科目、是否具有藝術生活科認證、任教學校、學校所屬類別、學校是否設置藝術才能班與學校規模等不同變項其差異情形。 為達研究目的，本研究以自編之「高中藝術生活教師教學信念調查問卷」為研究工具，調查全國高中藝術生活教師，回收之研究樣本共計有166位，回收率為88.78%，經過重新整理與排除作答不完整的問卷，得有效問卷116份。並把所得的資料利用平均數、標準差、次數分配、獨立樣本 t 檢定、單因子變異數分析以及皮爾遜積差相關等統計方法，根據分析結果提出下列結論： 一、高中藝術生活教師具有中等以上之教學信念特徵。 二、高中藝術生活教師對於藝術生活課程政策制定之相關配套措施都認為頗為 重要；而在課程資源與教材的使上則因教師個人與學校軟硬體設備因素有 各自不同之差異。 三、高中藝術生活教師其教學信念，會因其性別、教學年資不同、藝術生活任 教年資、擔任職務不同、任教學校地區不同上有顯著差異。 四、教師在「課程政策」、「課程實施」、「環境參與」、「教學資源」與 「整體教學信念」之間有顯著正相關。 最後根據結論分別對教育行政單位、師資培育機構、高中藝術生活教師以及未來研究提出建議，以期提供教師審視自身教學理念及學者們未來研究之參考。

關鍵字

高中藝術生活課程 ； 高中藝術生活教師 ； 教學信念

並列摘要

The purpose of this study was to investigate the teaching beliefs of senior high school arts and life teachers in the Learning Areas of Arts and Life. The study explored their perspectives on curriculum policy、carry out their curriculum、 environment participates and educational resources. This study was also to examine the differences of teachers’ teaching belief on variables regarding expertise background and school-related respectively.

In order to achieve the goal of this study, the data was gathered using a questionnaire named , “The study of the teaching beliefs of senior high arts and life teachers nationwide”, designed by the investigator specifically for the study. The subjects were senior high arts and life teachers who teach nationwide. A total of 116 arts and life teachers completed the questionnaire. After collecting these, we averaged them out followed by calculating the via average、standard deviation、T-test、one-way ANOVA and Pearson product-moment correlation. Based on the findings of this study, the results showed as the following：

1. As a whole, senior high arts and life teachers have
medium-high teaching belief.

2. The Senior high arts and life teachers think the policy
formulation of "arts and life" curriculums are quite
important, but the uses of resources and materials are
different due to the individual teachers and the
school's equipments.

3.Teacher’s background including varieties such as gender、
teaching service in the past、arts and life teachers
teaching service on the past、years of service、work area
will result in difference of teaching belief for the
senior high arts and life teachers.

4. Teaching beliefs regarding curriculum implementation、
curriculum policy、environment participates and
educational resources in senior high arts and life
teachers all are significantly related.

Finally, the recommendations for the educational administration、institution of teacher education program、senior high arts and life teachers and follow-up study are suggested.

並列關鍵字

senior high arts and life curriculum ； senior high arts and life teachers ； teaching beliefs

參考文獻

李鍾宜（2009）。高雄縣岡山區國中教師教學信念與教學行為分析研究。未出

甄曉蘭 （2000）。新世紀課程改革的挑戰與課程實踐理論的重建。教育研究集刊，44，61-90。

吳海助、陳照明（2004）。理論與實際的結合—對教師課程實施的探討。弘光學報，43，219-227。

趙惠玲（2005）。視覺文化與藝術教育。臺北市：師大書苑。

黃政傑（1991）。課程設計。臺北：東華。