探究教學於國小生活課程繪畫教學之行動研究

本研究旨在設計一套運用探究教學法的繪畫課程，希望藉此教學設計，幫助低年級學生提升學習興趣與繪畫表現，同時增進教學者的教學知能，以進行更有效的教學。本研究採取行動研究法，以研究者目前任教班級的26位二年級學生為對象，教學策略則採用王真麗博士（2005）在「生活課程理論與實務」書中所提出的探究教學法之教學原則與步驟(即引起動機→歸納通則→驗證與應用→價值澄清與行動)，設計與實施為期10週的繪畫課程，行動研究過程中透過觀察、訪談、文件分析等方法，進行資料的蒐集與分析。研究之主要發現如下：一、運用探究教學法之繪畫教學有助於提升國小低年級學生的學習興趣。二、學生在探究的過程中，教師的引導態度是關鍵。三、本教學策略能讓學生建立清楚的概念，且學生對此教學策略持正向肯定的態度。四、本教學策略可供教師運用在國小低年級生活課程之繪畫教學，並能幫助教師自我成長精進，對於課程進行的流暢度與學生課堂的掌控更臻嫻熟。本研究進一步對於研究結果提出討論與建議，希望本研究成果能對未來相關研究或繪畫教學提供具體的參考。

關鍵字

繪畫教學；探究教學；生活課程；行動研究

並列摘要

This study aimed to design and implement painting lessons using the inquiry teaching method. Through the proposed instruction, we hope not only to help the lower grade students of elementary school to improve their learning and painting performance, but also enhance the teaching skill of the teachers in order to achieve more effective teaching. This study employed the action research method, targeting the 26 second-grade students who are taught by the researcher. This study adopted the teaching strategy proposed by Dr. Wang Zhenli (2005) in her book, Life-Curriculum : Theory and Practice. Based on her instructional principles and the steps, this study planned a 10-week painting lessons. Data were collected through observations, interviews and document analysis. The main findings are: 1. Using the inquiry teaching method in painting teaching helped to enhance the interest of lower grade students in the elementary school. 2. The teacher's guidiance was the key in students’ learning. 3. Students were able to establish a clear concept and had a positive attitude toward the proposed instructional deisng. 4. This teaching strategy could be used on the painting lessons of the life-curriculum. In addition, it could enhance teacher professional development and make them more effectively in teaching. With the hope that the research results can provide specific reference for future related research or painting lessons.