影響國小學童於教室情境中繪畫模仿因素之研究

A Study on Factors in Influencing Elementary School Students’ Drawing Toward Imitation

吳婉舒

指導教授 ： 陳瓊花 ； 王國川

國立臺灣師範大學/藝術學院/美術學系/碩士(2001年)

摘要

本研究主旨是為了瞭解在教室情境之下，國小三年級學生的繪畫模仿態度與行為，分別在『教師提供示範並鼓勵模仿』、『提供示範但不鼓勵模仿』及『不提供教師示範』的三種情況之下，學生的繪畫模仿態度與行為的改變，本研究以桃園市中山國小三年級的學生為研究對象，以班級為單位，在每次施測時進行資料蒐集與觀察，然後再做內容的分析，比較各種施測狀況之下學生的模仿態度與行為的差異。
本研究所得結論如下：
一、 當教師提供示範，並鼓勵模仿時，學生會順應教師的鼓勵，以教師示範為主要模仿對象，並對於模仿態度傾向肯定；反之，當教師不鼓勵模仿時，學生仍以教師示範為模仿對象的人數降低，對於模仿態度趨向否定，顯然教師對於學生的期望會左右學生的模仿態度與行為。
二、 學生在教室情境之下，不論教師是否提供示範或是鼓勵模仿，最主要的繪畫參考對象並非他人，而是學生自己腦中的構想，自己的想像是繪畫歷程中最主要的繪畫參考依據，因此繪畫可說是一項自主性很高的活動。
三、 學生的模仿態度與模仿行為之間有會落差，當學生的認知態度傾向符合教師期望時，繪畫表現行為不盡然會與其認知態度相符。
四、 學生模仿行為並沒有因為學生的繪畫能力高或低，而有很明顯
的差異，但是對於教師所散發訊息的接收能力，及能迅速做出反應的敏感度上，繪畫能力較低的學生，比起繪畫能力高的學生，顯得反應較為不靈敏。
根據上述的研究結果，提出幾項關於美術教育實務工作的建議：
（1）適當地運用模仿為學習方法，（2）提供多元參考資源的學習環境，（3）教師釐清自我的模仿態度，（4）以模仿為基礎發揮創意。

關鍵字

模仿 ； 模仿行為 ； 繪畫能力 ； 模仿態度 ； 教師示範

並列摘要

The purpose of this study is to understand third graders’ attitudes and behavior toward imitating in classroom drawing. This research assess the differences in the subjects’ attitudes and behavior toward imitating under three conditions: that the instructor gave demonstrations and encouraged imitating, that the instructor gave demonstrations but did not encourage imitating, and that the instructor did not give demonstrations. The subjects of this research were third graders from hung-shan Elementary School in Taoyuan City. Data were collected and observations were made during each testing session. The data were then analyzed to compare the differences in the subjects’ attitudes toward imitating and in their imitational behavior in various testing circumstances. The results of this study are as follows:
1. If the instructor offered demonstrations and encouraged imitating, the demonstrations would become the students’ major objects of imitation and the students tended to have a positive attitude toward imitating. By contrast, when the instructor did not encourage imitating, the number of students imitating the instructor’s demonstrations decreased and the students tend to have a negative attitude toward imitating.
2. In classroom settings, whether or not the instructor gave demonstrations or encouraged imitating, the students’ major objects of imitation were their own ideas rather than others’. Imagination was the most important reference during the painting process. Therefore, painting could be seen as an activity with high level of independence.
3. There may be gap between the students’ attitudes toward imitating and their imitational behavior. When the students tried to meet the instructor’s expectations, their painting behavior might not correspond to their attitudes toward imitating.
4. Capabilities in painting seemed to have no obvious impact on the students’ imitational behavior. However, students who are less gifted in painting were less responsive to the instructor’s messages and slower in making reactions than students gifted in painting.
According to the findings mentioned above, several suggestions regarding practical work of art education are made: (1) properly employ imitation as a method of learning, (2) offer a learning environment with multiple sources for imitating, (3) clarify the instructor’s own attitudes toward imitating, and (4) use imitation as a basis for creativity.

並列關鍵字

imitation ； instructor’s demonstration ； painting capabilities ； imitational behavior ； attitude toward imitating

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