校園資源融入國小高年級視覺藝術教學之行動研究 —以桃園市元生國小為例

本研究的目的在探討校園資源融入國小高年級視覺藝術之教學，以研究者任職之桃園市元生國小高年級二十八名學生為實施對象。本研究採用文獻分析法擬出研究之架構與課程設計，並以行動研究法於教學情境中進行實作與反思。以十二年國教藝術領域的課程目標，設計出四個單元課程，延伸出八個主題內容。依據研究目的所得結論如下：一、研究者設計取材著重在與生活經驗結合，以元生「藝」想為主軸，發展出 (一)印象；(二)回憶；(三)守護 (四)連結，依序延伸出八個主題內容，包括「元生與我」、「玻璃彩繪」、「紙漿大發現」、「紙漿魚創作」、「發現美的角落」、「創造守護精靈」、「觀察我的家」、「臉譜設計師」之教學活動。二、經文獻探討結果，經教學過程中不斷檢視、修正及調整，發展出一套以校園資源融入國小高年級的視覺藝術課程。三、校園資源融入國小高年級視覺藝術教學之成效為： (一)從生活環境取材，主題貼近學生生活；(二)學生對校園資源融入視覺藝術課程學習興趣高；(三)學生學習與人溝通合作與聆聽的技巧。最後，根據研究結果，針對課程設計、教學實施及未來研究三方面提出建議。關鍵字：校園資源、視覺藝術教學、行動研究

關鍵字

校園資源；視覺藝術教學；行動研究

並列摘要

A Study on the Integration of School Resources into Visual Arts Teaching for Senior Students in Elementary Schools by Action Research - A Case Study of Yuan Sheng Elementary School in Taoyuan City This study aims to investigate the integration of campus resources into the teaching of visual arts for the 5th and 6th graders in elementary schools. Twenty-eight senior students of Yuan Sheng Elementary School in Taoyuan City were used as the target students. The study used document analysis to develop a research framework and curriculum design, and adopted an action research method to implement and reflect on the teaching context. Based on the curriculum objectives of 12-year compulsory education in the field of art, four modules were designed with eight extended themes. The following conclusions were obtained based on the objectives of the study. A. The researcher's design focused on the integration of materials with life experiences, and used Yuan Sheng's "art" ideas as the main axis to develop (1) Impressions; (2) Memories; (3) Guardianship; and (4) Links. The eight themes are extended sequentially, including activities such as "Yuan Sheng and Me", "Glass Painting", "Pulp Discovery", "Pulp Fish Creation", "Discovering the Corner of Beauty", "Creating a Guardian Spirit", "Observing My Home", and "Face Designer". B. As a result of the literature study and the continuous review, revision and adjustment during the teaching process, we developed a visual arts curriculum integrated with campus resources for the senior students in elementary school. C. The effectiveness of integrating campus resources into visual arts teaching for senior elementary school students are as follows. (1) The theme is close to students' lives because it is taken from the living environment; (2) Students show high interest in the visual arts curriculum integrated with campus resources. (3) Students learn to communicate and cooperate with others as well as listening skills. Finally, based on the results of the study, suggestions were made in three aspects: curriculum design, teaching implementation, and future research. Keywords: campus resources, visual arts teaching, action research