異質性合作學習模式應用於高中視覺藝術網路教學之研究

Applications of Heterogeneous Cooperative-Learning to the Curriculum of Web-based Art Education

陳旻君

指導教授 ： 趙惠玲 ； 羅綸新

國立臺灣師範大學/藝術學院/美術學系在職進修碩士班/碩士(2005年)

摘要

本研究旨在透過網路發展異質性合作學習模式，建構一個以臺灣當代藝術為課程內容之整合性網路教學平台，並以高中一年級學生作為對照實證研究，探討使用此環境教學之成效。在取得實施之學習成果與回饋後，進行課程實施成果之分析與討論，以審視學生藉由異質性的合作學習策略學習台灣當代藝術課程之實施成效為何，藉之推估課程之可行性。本研究提出以下結論：
（一）、異質性合作學習策略在視覺藝術網路教學上的成效與影響
異質性的合作策略使得高�低能力的異質組合對學習產生有利契機，低能力學生從高能力學伴處得到較多的照顧，促使積極參與學習。異質的方式給學生有更多的機會，認識不同的學習對象與他人溝通不同的創意與想法、分享彼此的美感經驗，學習從多元的觀點欣賞藝術作品。
（二）網路教學環境提供教師客觀地建立個別化檔案資料庫
網路學習環境中，藉由分析電腦所記錄的學習者的學習歷程與個別化檔案，瞭解學生對於教學活動的反應，教師可將大部分的精力集中於視覺藝術課程的安排及教學策略的擬定，更能有效地指導學生。
（三）、網路教學能提升學生的學習視覺藝術的意願
藉由網路系統與多媒體生動活潑的畫面做引導，透過視覺圖像或影片來認識台灣當代藝術的形象，比起透過文字的學習方式更為具體而實際，更能提升學生的學習意願。而系統設計的專家討論、合作學習機制、學習即時評量等模式，讓學生有機會展現獨立的判斷思考與表現能力。

關鍵字

台灣當代藝術 ； 網路教學 ； 異質性分組 ； 合作學習

並列摘要

The goal of this thesis is to construct an integrated and web-based education platform with the curriculum of contemporary art of Taiwan by using heterogeneous cooperative learning. First grade students of senior high school are taken as a case control study. Their learning results by using this platform are discussed. After analysis and discussion of the results, we can inspect the outcomes and expect the possibility of applying heterogeneous cooperative learning to the curriculum of contemporary art of Taiwan. The conclusions of this study are summarized in the followings:
(1) Outcomes and impacts of heterogeneous cooperative learning in web-based education
The heterogeneous cooperative strategy brings positive chance to the students with heterogeneous combination of good and poor learning abilities. Students with poor learning ability will become more aggressive in learning after receiving more care from their classmates with good learning ability. Heterogeneous cooperation brings the students more chance to know different kinds of people, communicate their different thoughts, share each other’s experiences and think in diverse point of view.
(2) Teachers can objectively construct individual database under web-based education circumstance.
Under web-based education circumstance, teachers can understand the reactions of students in education activities after analysis of the learning histograms and individual files of the students recorded in computer and focus their energy on the arrangement of curriculum, design of strategy and efficient administration of students.
(3) Web-based education promotes the learning intentions of students.
The way of understanding the profile of contemporary art of Taiwan by optical images or films, which are guided by the vivid screens of web system and multi-media, can promote the learning intentions of students and is more concrete and realistic than the one by learning from words. Modes of expert discussions by system design, cooperative learning and real-time assessment of learning will bring students the chance to show their abilities of independent judgment and behavior.

並列關鍵字

Contemporary Art of Taiwan ； Web-Based Curriculum ； Heterogeneous Grouping ； Cooperative Learning