藝術鑑賞教學策略對國小高年級視覺型與觸覺型學生的繪畫表現影響之研究

The Study of the Influence of Art Painting Performance on Art Appreciation Teaching on Visual-type and Haptic-type Children on Senior Graders in an Elementary School

郭雅萍(Ya-Ping. Kuo)

指導教授 ： 張全成

國立清華大學/藝術學院/藝術與設計學系所/碩士(2017年)

摘要

藝術鑑賞教學策略對
國小高年級視覺型與觸覺型學生的繪畫表現影響之研究

摘要
本研究以探究式教學策略與文件導賞教學策略為藝術鑑賞教學策略，探討高年級視覺型與觸覺型學生在繪畫表現之差異。研究採不等組前後測設計，選取國小五年級學生四個班級共108人為研究對象，以「桌上物繪畫測驗」為篩選視覺型與觸覺型學生之測驗工具，進行為期六週之藝術鑑賞實驗教學，並在實驗前後進行測驗。資料分析以獨立樣本t檢定與成對樣本t檢定來探討國小高年級視覺型與觸覺型學生在繪畫表現方面之差異情形。研究結果摘述如下：
一、探究式教學策略與文件導賞教學策略皆可提升學生繪畫表現，而探究式教學
策略之教學效果優於文件導賞教學策略。
二、在探究式教學策略指導下，視覺型學生整體的進步情形優於觸覺型。視覺型
學生在觀察能力、色彩表現、美感能力的進步情形優於觸覺型，觸覺型學生
在空間表現方面的進步情形優於視覺型。
三、在文件導賞教學策略指導下，觸覺型學生整體的進步情形優於視覺型。視覺
型學生在觀察能力、空間表現的進步情形優於觸覺型，觸覺型學生在色彩表
現與美感能力方面的進步情形優於視覺型。
四、就視覺型學生而言，兩種教學策略皆可提升學生繪畫表現，尤其是探究式教
學策略。在觀察能力的「物體之比例正確程度」一項，兩種策略不但能讓學
生進步，還能夠減少學生之間的個別差異。
五、就觸覺型學生而言，兩種教學策略皆可提升學生繪畫表現，尤其是探究式教
學策略。在色彩表現方面，兩種策略不但能讓學生進步，還能夠減少學生之
間的個別差異。
本研究除根據不同學生之繪畫表現整理出適用之教學策略，另對未來教學提出建議，作為後續研究之參考。

關鍵字

藝術鑑賞教學策略 ； 探究式教學策略 ； 文件導賞教學策略 ； 視覺型學生 ； 觸覺型學生

並列摘要

The Study of the Influence of Art Painting Performance on
Art Appreciation Teaching on Visual-type and Haptic-type Children on Senior Graders in an Elementary School

Abstract

This study adopts inquiry instructional strategy and document-guided teaching strategy for arts appreciation education, exploring the differences in painting performance among senior students who are the visual-type children versus those who are the haptic-type children. In this study, pre- and post-tests were conducted for sample groups; in total, 108 fifth-grade students from four classes were chosen as our research participants. A "Lowenfeld's Table Test" was used to screen for the visual-type children and the haptic-type children. Tests were carried out before and after administering a six-week art appreciation teaching experiment. Data analysis was conducted using independent sample t-testing and paired sample t-testing. In this way, the study explores the differences in painting performance between visual and haptic-type children in upper-elementary school. The results are summarized below:
1. Inquiry instructional strategy and document-guided education strategies were both capable of improving students’ painting performance, and the results were statistically significant. Furthermore, the educational effects of the inquiry instructional strategy were superior to those of the document-guided teaching strategy.
2. With the inquiry instructional strategy, the overall improvements in the visual-type children were superior to those in the haptic-type children. The observational abilities, color performance, and aesthetic abilities of the visual-type children were superior to those of the haptic-type children, while the performance of haptic-type children in spatial tasks were superior to those of the visual-type children.
3. With the document-guided education strategy, the overall improvement of the haptic-type children was superior to that of the visual-type children. The observational abilities and spatial performance of the visual-type children were superior to those of the haptic-type children, while the performance of haptic-type children in color performance and aesthetic ability were superior to those of the visual-type children.
4. With regard to the visual-type children, both education strategies resulted in statistically significant educational outcomes. After executing the inquiry instructional strategy, painting performance was clearly superior to the performance after executing the document-guided education strategy. This was especially true for the "correctness of object proportions" item within the measure of observational ability. There was not only improvement, but also a possibility of reducing variations between students.
5. With regard to the haptic-type children, both education strategies resulted in statistically significant educational outcomes; however, after executing the inquiry instructional strategy, painting performance was clearly superior to the performance after executing the document-guided education strategy. This was especially true with regard to color performance. There was not only improvement, but also a possibility of reducing variations between students.
In addition to determining appropriate educational strategies for different students, this study also provides recommendations for future teaching, and serves as a reference for subsequent research.

並列關鍵字

Art appreciation teaching strategy ； inquiry instructional strategy ； document-guided education strategy ； visual-type children ； haptic-type children

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