合作學習應用於視覺藝術教學之施教認知－以「繪畫」課為例

The Application of Cooperative Learning to the Teaching of Visual Arts: Taking ＂Painting＂ as an Example

陳俞均(Chen, Yu-Jiun)

《藝見學刊》 13期 (2017/04) Pp. 57-72

https://doi.org/10.6207/ART-VISION.2017.4(13)057-072

摘要

本文旨在探討合作學習於視覺藝術教學中，施教者須具備的一些基本認知，從合作學習的基礎學理概述，包括：合作學習的涵義；與傳統教學的差異，以及合作學習的效能，再到合作學習於視覺藝術教學中應瞭解的認知層面，涵蓋：於視覺藝術施教時的優勢與特質；教學原則；教學法與教學流程。之後再以「繪畫」教學為例，設計合作學習於「繪畫」實際教學中須進展的一些流程，包含有：確立單元主題發展認知；異質分組引導討論；依據小組主題展開圖稿構思；進行集體創作活動；創作成果發表與評論；學習評量、表揚與檢討等做為整個施教歷程的說明。最後依據這些執行歷程，為「創意繪畫」這門課設計一個單元教學案例，主題為：「蛻變後的一群」，執行總時間為：300分鐘。期許這樣的設計能有助於教學者更清楚掌握整個合作學習歷程的實施。

關鍵字

合作學習 ； 視覺藝術教學 ； 繪畫

並列摘要

This paper aims to explore some basic cognitive features of cooperative learning in visual arts teaching, including the connotations of cooperative learning, the differences with traditional teaching, and the effectiveness of cooperative learning. To the cooperative learning in the visual arts teaching should be aware of the cognitive level, including: in the visual arts teaching advantages and characteristics; teaching principles; teaching methods and teaching processes. Then, the paper takes the teaching of painting as an example to design some processes which need to be developed in cooperative teaching, such as establishing the unit theme development cognition, heterogeneous grouping guiding discussion, developing the idea of drawing according to group theme, carrying on collective creation activity, Creative achievements published and comments; learning assessment, praise and review as a whole process of teaching instructions. Finally, according to the implementation of the course, ＂creative painting＂ this course to design a unit teaching case, the theme is: ＂the transformation of a group＂, the total execution time: 300 minutes. It is hoped that this design will help the learner to have a better understanding of the whole cooperative learning process.

並列關鍵字

Cooperative learning ； visual art teaching ； painting