數位典藏資源融入藝術教學案例內容分析之研究

A Study of Content Analysis in the Visual Arts Curriculum Integrated with Digital Archives

余采樺(TSAI-HUA YU)

指導教授 ： 趙惠玲

國立臺灣師範大學/藝術學院/藝術研究所/碩士(2012年)

摘要

本研究旨在探討數位典藏資源融入我國藝術教學之基本資料分布，並分析所蒐集藝術教學案例之課程建構模式、應用策略與融入意涵等面向，以及前述面向於教學年級等的差異。期望能據以了解數位典藏資源融入藝術教學之意義，並提出對未來我國藝術教育界推廣與應用數位典藏資源之建議。
為達研究目的，以自行擬定之教案基本資料表與七大主題類目表為研究工具，進行數位典藏資源融入藝術教學案例之內容分析。本研究發展之數位典藏資源融入藝術教學案例之內容分析分類目表分為三大層面，其一為課程建構模式，即「數位典藏資源融入藝術教學之課程建構模式」類目表；其二為應用策略，包括「數位典藏資源融入藝術教學之使用時機」類目表、「數位典藏資源融入藝術教學之教學策略」類目表、「數位典藏資源融入藝術教學之評量模式」類目表、「數位典藏評量資源之評量模式」類目表等；其三為融入意涵，包括「藝術課程教學主軸」類目表與「藝術教育價值取向」類目表。根據所得資料利用描述性統計分析、卡方檢定等方法，將分析結果提出下列結論：
壹、數位典藏資源融入藝術教學之基本資料分布
一、數位典藏資源推廣應用於國小階段成果豐厚， 彰顯數位典藏扎根於小學教育之價值。
二、「資訊教育」議題常為數位典藏資源融入教學時所用，開展運用數位典藏資源解決問題之實踐力。
三、數位典藏資源融入藝術教學以自編教材為大宗，而數位典藏資源素材為加深加廣之補充資料。
四、國中小階段中運用數位典藏融入教學，以「藝術與人文」與「社會」、「自然與生活科技」領域進行統整教學最為常見。
貳、數位典藏資源融入藝術教學之內涵
分別就數位典藏資源融入藝術教學之課程建構模式、數位典藏資源融入藝術教學活動之使用時機、數位典藏資源融入藝術教學之教學策略、數位典藏資源融入藝術教學之評量模式、數位典藏評量資源之評量模式、數位典藏資源融入藝術教學之藝術課程教學主軸、數位典藏資源融入藝術教學之藝術教育價值取向等層面詳述之。
參、不同學校階段數位典藏資源融入藝術教學案例之差異
一、不同學校階段數位典藏資源融入藝術教學課程建構模式之差異情形
不同學校階段數位典藏資源融入藝術教學課程建構模式呈現顯著差異。
二、不同學校階段數位典藏資源融入藝術教學應用策略之差異情形
（一）數位典藏資源融入藝術教學之使用時機方面，不同學校階段之「課前預習」呈現明顯差異情形。
（二）數位典藏資源融入藝術教學之教學策略方面，不同學校階段之「數位圖文之問題導向教學」、「網頁主題之探究教學」、「整合數位導覽之實地參訪教學」呈現明顯差異情形。
（三）數位典藏資源融入藝術教學之評量模式方面，不同學校階段之「使用數位典藏評量資源」、「自編並使用數位典藏評量資源」、「自編評量工具」等評量模式並無顯著差異。
（四）數位典藏資源融入藝術教學之使用數位典藏評量資源方面，不同學校階段之「線上試題測驗」呈現明顯差異情形。
三、不同學校階段數位典藏資源融入藝術教學融入意涵之差異情形
（一）數位典藏資源融入藝術教學之藝術課程教學主軸方面，不同學校階段之藝術課程教學主軸於「審美經驗與批判省思」、「藝術創作與自我實踐」、「批判詮釋與藝術創作、實踐之交融」均無顯著差異。
（二）數位典藏資源融入藝術教學之藝術教育價值取向方面，不同學校階段之藝術教育價值取向於「著重觀照自省與自我意識賦權」呈現明顯差異情形。
最後根據結論分別對教育主管機關、教師以及後續研究提出建議，期待未來數位典藏資源融入藝術教學的持續進程上能有所突破，達到典藏紮根與教育加值之實踐應用。

關鍵字

數位典藏 ； 數位典藏與數位學習國家型科技計畫 ； 數位典藏資源融入藝術教學 ； 課程建構模式 ； 應用策略 ； 融入意涵

並列摘要

he research aims to discuss the data distribution of Digital Archiving immersed in Taiwan’s art teaching, furthermore, the author attempts to analyze different aspects including the curriculum model in arts curriculum, implementation strategy and integration. In the end, the author proposes suggestions for the promotion of Digital Archiving in Taiwan arts education.

Self-developed data for teaching projects and category list of 7 topics were adopted as research method in hopes to have a thorough content analysis for the integration of digital archives into arts curriculum. The content analysis chart of the integration of Digital Archiving into art curriculum is separated into 3 main aspects:
1. Curriculum structuring model, a list of “Curriculum structuring model of Digital Archiving resource integrating into arts education”
2. Application Strategy:
The evaluation lists of ‘The timing of integration of Digital Archiving into arts education’, ’The teaching strategy of integration of Digital Archiving into art teaching ’,’The evaluation model of integration of Digital Archiving into arts education’, ‘The evaluation model of Digital Archiving evaluation resources
3. The third part is the Integrated Value of the project, including the list of ‘the main teaching guidelines of art teaching ‘and the list of ‘value orientation of arts education’. Descriptive statistic analysis and Chi-square test analysis were adopted and the conclusions are as follows:

A. The basic data distribution of integration of Digital Archiving resources into arts teaching
I. The promotion of digital archives on the phase of elementary education has gain fruitful results and the data shows Digital Archiving has significant value in elementary education.
II. ”Information Education” has become a widely-discussed issue when talking about the integration of Digital Archiving into teaching. It shows solid proof of the ability of problem solving by the usage of Digital Archiving.
III. The main source of teaching materials are self-made, which accounts for the majority of Digital Archiving in art teaching. While Digital Archiving increases the depth of the teach material and serves as a backup information source.
IV. In elementary and junior high education level, ”Arts and
Humanities”,”Sociology”,”Sciences and Technology” are the 3 main disciplines to integrate Digital Archiving for integrative teaching.

B: The implication of the integration of Digital Archiving into arts teaching
The paper tries to depict the integration of digital archives into art teaching projects from different perspectives: the curriculum structuring model, the timing of implementation, the teaching strategy, the evaluation model and the curriculum main structure and the value orientation.

C. The differentiation of Digital Archiving integration in different phases among schools:
I. The data shows there is significant difference in different phase of integration among schools.
II. Different situation of Digital Archiving integrating into art teaching among schools:
a. The timing of Digital Archiving integrating into art teaching has significant difference in the category of “Pre-class Preview” among schools.
b. As for the aspect of teaching strategy, Digital Archiving integrating into arts
education has significant difference in the category of “Digital Picture and text
problem oriented teaching”,” Topic of webpage research teaching”,
” Integrated Digital Tour with Onsite visit teaching” among schools.
c. On the aspect of the evaluation of Digital Archiving integration into arts education, there is no great difference between schools among the category of “usage of Digital Archiving evaluation resource”, ”combination of self-developed and Digital Archiving evaluation resources ”and “self-developed evaluation tools”.
d. However, there is great difference on the category of “on-line testing” between schools when it comes to the adoption of Digital Archiving evaluation resources.

D. The difference among schools in the implication of Digital Archiving integration of Arts Education
I. When it comes to the aspect of Curriculum teaching Concept , different schools show no significant difference in the category of “aesthetic experience and critical thinking”, ”arts creation and self-fulfillment”, ”the integration of critical interpretation ,arts creation and practicum ”.
II. As for the aspect of value orientation of art teaching in Digital Archiving integration arts education, there is great difference in the category of “emphasis on self-reflection and empowerment of self-consciousness”.

Lastly, the thesis would prose suggestions for the educational administration, educators and following research, in hopes for continuous improvements in the progress of Digital Archiving resource integrating into arts education. In the long run, practical implementation of digital archives can lay solid foundation and add value to arts education.

並列關鍵字

Digital Archiving ； Taiwan e-Learning and Digital Archives Program ； Integrating Digital Archives into Art Teaching ； Curriculum Mode ； Application Strategy ； Integrated Value

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