九年一貫藝術與人文學習領域課程統整之研究

孫嘉妏(Sun Chia-Wen)

指導教授 ： 郭禎祥 ； 王國川

國立臺灣師範大學/藝術學院/美術學系/碩士(2000年)

摘要

自一九九八年教育部公佈「國民教育九年一貫課程總綱」以來，課程統整成了教改中重要的課題。基於對未來藝術教育的關切，本研究乃針對藝術與人文學習領域，進行有關課程統整方面的研究，提供藝術教師未來實施九年一貫藝術與人文領域教學之參考。
本研究的目的，除了瞭解如何於藝術與人文學習領域進行課程統整外，亦希望瞭解目前試辦課程統整的學校之教學現況。此外，更進一步研發藝術與人文領域之課程，以供藝術教師參酌。
本研究採文獻探討的方式，以瞭解九年一貫藝術與人文學習領域課程統整相關層面之內涵，做為本研究之理論基礎，再以觀察研究法與調查研究法，以瞭解目前試辦課程統整的學校之教學現況；最後進行藝術與人文領域課程之研發。本研究所得之結果如下：
一、藝術的學習從學生和學習成果、學校和教師及教學、社會和
學校、國家方面而言，都有其獨到之價值與功能，必須列為
核心課程，在教改中充分發揮藝術在教育改革的力量。
二、後現代的藝術教育是以藝術品為媒介，促進學生對社會、文
化的了解。後現代的各種現象、多元文化、各種議題都可以
成為討論的對象，讓學生在整體社會環境中學習表達能力，
並建構自己的價值觀。
三、教改的目的是為了讓學生有帶著走的能力，有獨立思考與判斷的
能力，與對事物的探究能力，而透過藝術的學習是達到此目的
最佳的途徑；此外，藝術與人文領域的學習是課程統整最好的
橋樑，所以藝術在教改中扮演了重要的角色，是教改中最可利
用的資源。
四、進行藝術與人文領域之課程統整，首先必須找出課程內容之
核心議題，議題要考量是否對學生有意義，以議題的學習作
為課程方向，以課程之討論重點(essential question)進行教學活
動的設計。教師要擺脫傳統「媒材－技法」取向的教學及傳
統精緻文化形式主義的觀點對藝術品做單一的判斷標準，要
能讓學生思考藝術品和人類文化環境的關係，喚起學生對自
身文化之認同與對社會、環境之參與感，並珍視文化之價值。
根據文獻探討及研究結果，提出結論及建議，以供參酌。

關鍵字

九年一貫課程 ； 藝術與人文學習領域課程統整

並列摘要

The Ministry of Education promulgated the “Overall Nine-year Consistent Curriculum for Compulsory Education” in 1998. Since then, curriculum integration has played a significant role in educational reform. With fervent concern about education on arts, the study aims at arts and humanities area with studies on curriculum integration in an effort to provide handy reference to future instructors of arts in nine-year consistency and arts and humanities area.
The study focuses on the purposes of coming to know of how to proceed with curriculum integration in arts and humanities area in the hope to the status quo on schools currently in trial process of curriculum integration. Besides, it does further R&D on curricula in arts and humanities area to provide reference to teachers of arts.
By means of probes into literatures, the study is to look into the connotation of nine-year consistency in curriculum integration of arts and humanities areas as the very rationales of the study. It, subsequently, by means of observation study approach and survey approach, tries to look into the educational status quo of schools currently in trial process of curriculum integration. Finally, it proceeds with R&D on arts and humanities area. The study yields the following conclusions:
I. Learning in arts provides unique values and functions toward students, learning results, faculty, education, society, schools and the nation. It must be taken as the core curricula, playing significant powers of arts in educational reform.
II. The post-modern arts-oriented education takes art works as the media to help students better understand the society and cultures. All post-modern phenomena, diverse cultures and various issues could be taken as subjects of discussion to enable students to learn the ability of expression in the overall social environments to build their own values.
III. The efforts of educational reform are intended to help students build competence in independent thinking and judgement and in probing into issues. Learning of arts is the optimal shortcut toward such goals. Besides, learning of arts and humanities area functions as the best bridge in curriculum integration. In turn, arts play a pivotal role in educational reform, as the resources best advisable amidst educational reform.
IV. In the proceeding in curriculum integration in arts and humanities area, one must, first of all, locate the core issues in the curricula. The issues must be significant to students and taken as the orientation of learning, taking essential question for design of educational activities. Schoolteachers are advised to rid themselves of “media materials-techniques” oriented teaching and the conventional refined cultures and formalities as the unitary criterion of judgement. It is advisable to call students into thinking of the interrelations between art works and humanities environments and students’ consensus on cultures and participation in the society and environments, and into added cherishing of the values of cultures.
On grounds of the literature probe and study results, the study offers conclusions and proposals as handy references.

並列關鍵字

Nine-year Consistent Curriculum ； Arts and Humanities Area Curriculum Integration

參考文獻

教育部(2000)：九年一貫課程與教學。由URL：

黃政傑(1994a)：課程設計。台北：東華。

歐用生,楊慧文(1999)：國民教育課程綱要的內涵與特色。師友,379期,頁10-15。

郭禎祥(1999a): 廿一世紀藝術教育的展望。美育,106期,頁1-9。

Beattie, D.K.(1997).Assessment in art education. Worcester,