- 會議論文
國小學生線上藝術課程自學專題之研究：藝術才能美術班高年級學生的特殊經驗故事
A Study of an Online Self-Directed Learning Project in Art for Elementary School Students: The Story of Special Experiences of Art Talented Class Upper Graders
摘要
2021年5月18日在COVID-19疫情的衝擊下，全臺灣中小學在一週內全部轉為線上教學模式，學校上課方式的巨大改變為教師與學生帶來與過往截然不同的教與學的困難與挑戰。本研究課程案例在此時空背景下生成，教師即課程設計者、行動者與研究者， 因教學現場產生的困境與啟發，設計發展「小學生藝術自學專題」。本課程實踐以藝術才能美術班高年級學生為例，教學過程中記錄教師教學實踐思考札記、特殊學生表現以及親師生溝通紀錄，在社群媒體發表學生學習成果，並在課程結束後以敘事訪談方式訪問參與學生與家長。本研究課程案例跳脫傳統師生教學關係，以學生為學習主控者，教師以結構化方法策略引導學生找尋符合自身興趣的藝術主題，在實踐過程中輔以大量溝通協助學生進行自學的抉擇與實踐。透過學習歷程多元化紀錄以及研究參與者敘事訪談， 獲得以下結論：一、真正的釋權與尊重能引發學生積極主動學習；二、教師是重要的資訊提供者和可信賴的討論者；三、多元化社群溝通平臺是無礙溝通的重要資源；四、家長的適度放手與介入是學生成功學習的關鍵因素之一；五、自學的成功經驗是學生重要的學習里程碑。
並列摘要
On May 18, 2021, under the impact of the COVID-19 pandemic, all elementary and junior high schools in Taiwan converted to online teaching modes within one week. This huge change in the conduction of school classes led to teaching and learning difficulties and challenges completely different from those in the past for teachers and students alike. This article explores a case where a teacher, serving as the course designer, implementer, and researcher, responded to challenges and inspiration in teaching by creating a "self-directed learning project in art for elementary school students." The course involved upper-grade art-talented students, with the teacher maintaining a reflective journal on her teaching. Students' performance and communication among parents, teachers, and students were documented. Learning results were shared on social media, and narrative interviews were conducted with participating students and parents at the course's conclusion. In this article, the example course broke free from traditional teacher- student relationships and it allowed students to take charge of their learning while the teacher guided them in exploring art themes through structured methods. The implementation involved extensive communication to support students in self-guided learning. Conclusions drawn from diverse learning records and narrative interviews include: (1) Substantive relinquishment of authority and respect for students promotes active learning; (2) the teacher is crucial as information provider and reliable discussant; (3) a diverse social network facilitates barrier-free communication; (4) moderate parental involvement is key to students' success; and (5) a successful self-directed learning is a significant milestone in students' education.