以圖文書創作為主軸的藝術統整課程研究

本研究主要採用行動研究的方式進行研究，先進行文獻分析以提供本研究之理論依據，基於「藝術即生活」的特質，以「人」為中心，「書寫生命」為課程內涵，「圖文書創作」為最終學習任務，完成藝術統整課程為發展模式的課程設計；在新竹縣欣欣國小六年級國王班及天后班兩個班級進行教學，以56名學生每人完成一本圖文書創作的實踐為案例，統整視覺藝術、語文、綜合三個領域，實際教學歷程自107年10月至107年3月，共計38節。蒐集教室觀察記錄、學生學習單、學生作品、評量表、訪談記錄、教學省思札記、學生回饋問卷等資料之綜合分析，了解學生學習情形並驗證課程設計及教學成效，歸納之研究結論如下：一、以圖文書創作為主軸的藝術統整課程能整合相關知識讓學生形成系統性思維，完成對自我意義的探尋二、藝術統整課程的實施與發展在於藝術教師擁有課程意識，是能將學生、學科及自身完美的交織在一起的能力三、圖文書創作是以學習者為中心的藝術統整課程設計，讓學生擁有自由發展的空間更能提升學生的創意與實踐能力四、從生活中延伸並重視個人主體性的觀點的藝術學習、融合思想與情感的藝術創作才能內化成美感素養，進而讓未來公民具備人文涵養五、整合學科知識與技能，過程與方法，情感、態度與價值觀，讓教學與評量一致，才能促進學生核心素養的形成最後，研究者根據研究結果加以討論並提出建議，以作為教學者、未來研究者、學校行政及縣市輔導團之參考。關鍵詞：、核心素養、藝術統整課程、圖文書、書寫生命

關鍵字

核心素養；藝術統整課程；圖文書；書寫生命

並列摘要

This research mainly adopted the method of an action research. Firstly, a literature analysis was conducted so as to provide theoretical basis for the research. Based upon the characteristic that ‘art is life’ and centered around ‘people’, ‘life writing’ as program content and ‘picture book creation’ as the final learning task, an arts integration program is completed as a developmental program design. In the research, two classes (the King Class and Queen Class) of Grade Six of Xinxin Primary School, Hsinchu County were taught. A total of 56 students completed the creation of a picture book as practice. In consideration of the integration of three domains including visual arts, language, and comprehensive development, actual teaching lasted from October 2018 to March 2018 with a total number of 38 sessions. Information such as records of classroom observations, students’ transcripts, students’ work, evaluation forms, interview records, teaching reviews, students’ feedback questionnaire and more were collected and analyzed comprehensively, so as to understand conditions of students’ learning and to validate program design and teaching effectiveness. Conclusions of the research inducted are as follows: I. Arts integration program built around the creation of picture books can integrate relevant knowledge for students to form a systematic mindset, and complete exploration of the meaning of self II. Implementation and development of arts integration program relies on program awareness of arts teachers, and their ability to perfectly combine students, subjects and own III. Picture book creation is the design of an arts integration program centered around learners, so that students are given spaces for free development to better enhance their creativity and practical abilities IV. Arts learning expanded from within life and values individualism, as well as arts creation that embeds thinking and emotions can be internalized into aesthetic literacy, so as to allow future citizens to possess qualities of humanities V. Integration of subject knowledge and abilities, progress and methods, emotions, attitudes and values can ensure consistency of teaching and evaluation, so as to promote the formation of students’ core competencies Finally, the researcher discussed results of the research and made suggestions accordingly, for the reference of educators, future researchers, school administration and counseling groups of the county or city. Keywords: Core competency; Arts integration program; Picture book; Life writing