- 期刊
應用體驗學習於國小四年級視覺藝術課程之行動研究
An Action Research on Applying Experiential Learning in Teaching Visual Arts Course for the Fourth-Graders in an Elementary School
摘要
體驗學習是一種啟發學生創意思考的教學策略，目前已廣泛地被應用在各領域之中，唯較少關於藝術教育場域之研究案例。因此，本研究聚焦於探討體驗學習融入國小視覺藝術課程的教學實踐，採行動研究，以臺北市某國小四年級學童一班20位為研究參與對象，進行兩次循環共14堂課的教學活動。資料收集包含：作品評分量表、學習回饋表、教師省思紀錄、訪談紀錄表單等。研究結果顯示，視覺藝術課程採用體驗學習策略，以連結藝術元素和自然環境素材為學習主軸、配合循序漸進的動態體驗循環模式之課程方案，極具可行性；視覺藝術課程採用體驗學習模式能提升學習成效，產生多元效益；行動研究有助於教師精進視覺藝術課程融入體驗學習模式之專業知能以及提升教學品質。最後，根據研究結果提出建議，以做為視覺藝術教師未來進行體驗學習教學之參考。
並列摘要
This study aimed at designing an experiential visual arts teaching program suitable for fourth-grade elementary school students to improve learning outcomes for visual arts students, and to advance teachers' reflection and growth after the teaching process. This action research involved fourth-grade elementary school students as research subjects, and was conducted over a period of 14 class sessions. This study incorporated quantitative and qualitative approaches by collecting and analyzing art learning performance scales, evaluation forms, interviews, classroom observation records, and students' learning feedback sheets. The results indicated that the application of experiential learning which combing art elements and natural materials as the main curriculum framework with progressive dynamic teaching strategy was highly feasible. In addition, students displayed remarkable improvements of their art performance in visual arts educational courses after the action teaching plan had been applied. Finally, the researcher not only obtained knowledge of integrating experiential learning into art course, but also improved teaching quality while elaborating and executing this study. Based on the above results, this study provided suggestions for art educators who are interested in applying experiential learning to their classes.