海廢參與式藝術創作之教學行動研究

有鑑於海洋教育實施在幼兒園學生的實際教學研究案例較少，本文透過行動研究的方式，結合了：引導式參與、創意的參與、合作的參與等三種參與式創作的教學規劃，將議題上的認知學習和藝術創作緊密融合，讓幼兒能從認識→理解→關懷，逐步地拓展對海洋的瞭解與情感的認同，進而願意付出行動去關愛海洋環境。本研究成果可供有意發展永續教育的教師做為課程實施的參考。相關結論如下：（1）參與式創作教學方式，能促進幼兒對於海洋相關議題的理解與好奇心，除提昇了學生的參與度，同時也引起幼兒對海洋環境的關愛，對於環境永續的概念引導是一有效的教學方式。（2）在不同的參與式創作教學中，幼兒對於合作的參與式創作、及被引導的參與創作的喜好度，較創意的參與創作要來得熱烈。（3）幼兒對於可操作性的作品很感興趣，因此如何促使其產生操作動機，及讓創作主題與其日常生活經驗有更多的連結，都是可提昇學生對參與式創作的接受度之教學策略。

關鍵字

參與式藝術；永續；幼兒教育

並列摘要

There are few practical teaching research cases in the implementation of marine education in kindergarten students. This study combined three types of participatory art with teaching methods in creativity course. The effect was measured by the behavior observation in class and preference ranking of teaching methods. The findings could provide a reference for sustainability education. The results were as follows. (1) The teaching method of participatory art can promote early children's understanding, curiosity, and participation. It is an effective teaching method for guiding the concept of environmental sustainability. (2) In the perspective of teaching method of participatory art, children's preference for collaborative method and guided method were more enthusiastic than creative method. (3) Early Children were very interested in operable works. Therefore, generating operational motivation and connecting course themes with their daily life experience were teaching strategies that can improve students' acceptance of participatory art.

並列關鍵字

Participatory Art ； Sustainability ； Early Childhood Education

參考文獻

行政院環境保護署（2018），台灣海洋廢棄物治理行動方案。website: https://www.epa.gov.tw/SWM/5919C0B615518E4D (accessed: October 08, 2019)

Google Scholar

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