國小高年級藝術與人文課程研究－以逐格動畫課程規劃為例

「偏鄉教育」總是一個被諸多討論的教育難題。偏鄉學童仍普遍存在「學力評比落後」、「學習意願薄弱」、「自我價值模糊」…的城鄉差異。研究者認為政府部門及民間企業投入再多資源，仍須回歸「教育」本身來解困。本研究以研究者所服務的L偏鄉小學為背景，規劃「逐格動畫創作」於國小六年級藝術與人文領域中，藉由課程的實施紀錄，檢視這套課程模式的操作是否合宜？是否為偏鄉學童開展另一個學習契機？研究結果發現：這套依據九年一貫課綱的學習目標而規劃的課程模式，不僅整合了其他領域知識，重建一套跨領域的學習系統，協助學童搭建出成就的舞台，也為偏鄉小學樹立品牌特色。最後也提出未來課程實施的建議，期待能確實阻斷偏鄉學童的弱勢複製，尋找偏鄉教育的新展望。

關鍵字

偏鄉小學；九年一貫；逐格動畫教學；藝術與人文領域

並列摘要

Rural education has been an issue that is heavily debated. It is a common phenomenon that rural students suffer from the rural-urban differences in academic attainment evaluation, lower learning motivation and obscure self-growth. Researchers claim that despite inexhaustible resources which are invested in rural schools by the government and private industries, the crucial solution is to improve the essence of education. This paper is taken L Rural Elementary School that the researcher works for as the study object. ＂Stop Motion Animation＂ project is executed in sixth-graders' Art and Humanities course to investigate if the course design is appropriate and able to launch another learning opportunity for rural students. The findings reveal that the project which is designed according to Grade 1-9 Curriculum does not only integrate other learning areas, construct a complete interdisciplinary learning system, build and reinforce students' sense of achievement but also shape characteristic for rural education. The paper expands to propose suggestions for future course implementation. It aims to terminate the rural students' vulnerable situations and initiate a new era of rural education.