- 學位論文
結合環境教育引導兒童藝術創作歷程之研究—以米倉國小為例
Exploring Community to Foster Children Creative Arts Appreciation---- The Case of Micang Elementary School
摘要
本研究旨在探討國小的環境教育活動過程中，在結合藝術創作課程的引導後，對於兒童所產生的影響與後續成效為何。研究者由觀察環境資源中的體驗式學習，以及其嫁接至兒童的藝術創作過程裡，從中進行理論與教學的實際印證。 由此，兒童的創發行為融入環境教育的意涵如何來拓展教與學之間多元的視野。故本研究採用多元的研究法，包括參與式觀察、焦點團體、訪談與問卷方式進行資料蒐集，輔以部分藝術課程操作，及教學影像紀錄文件為輔助資料進行研究。研究內容以「河口野學堂」活動中所進行的兒童藝術創作歷程為主軸，分別以「體驗式學習的意義」、「連結學習的鷹架」及「兒童藝術教學之趨勢」三個面向進行探究。檢視兒童在藝術結合環教課程後，對自己生活周圍的環境能自發產出反思的能力，並以藝術創作做為學習認知與表達意見的窗口。本研究的結果透過實施、觀察、紀錄與反省，分析歸納出以下結論： 1. 多元領域教學合作模式，可活化教與學共構正向循環的教學目標。 2. 持續性的環境教育實踐體驗學習，能擴展兒童的藝術創造力。 3. 由兒童藝術創意發展過程中，可深化並促進學習的循環。
並列摘要
This study was designed to explore the outcomes and impacts from arts-based environmental education in elementary school. Through the experiential learning from the environment students can be inspired and enhance their ability of creation in art which is the main purpose in this research. The research also proves the theory can be applied in practice and have ideal results. Thus, how to take advantage of arts-based environmental education to develop students’ pluralistic vision is the main purpose of this study. Therefore, the study using multiple research methods which include participants’ observation approach, focus groups, interviews and questionnaires for collecting data. Besides, the research also supplemented by some art classes operation and the image records of teaching. Research on children artistic creative process through “The Workshop on the bountiful estuarine” has three aspects: "the significance of experiential learning", "learning link scaffolding," "Trends of Children's Art Teaching." After review whether arts-based environmental education programs can inspire students’ thinking and reflect their idea into artistic work spontaneously. The results of this study through observation, record and analysis are summarized as following: 1. Multiple research methods allow both teachers and students become a partner in the learning so that the atmosphere of teaching and learning will have optimistic outcomes and meaningful. 2. By using art-based environmental learning as a routine curriculum allow students expand their ability of artistic creation from observation and participation. 3. Through the process of developing students artistic creation, the outcomes will be deeper and effective.