中等學校藝術教師科技藝術專業素養之多重個案研究

本研究旨在探討中等學校藝術教師科技藝術專業素養之內涵與實踐，為了解藝術教師如何將自身的科技藝術專業學養、美感經驗、教學信念等素養轉化成具體的教學實踐。研究方法採用個案研究法，透過文獻分析、深度訪談、非參與觀察及文件分析來解構藝術教師於教學場域中的理念與行為。本研究立意選取三名任教於臺北市大專院校、高中及國中之現職藝術教師為研究對象，主要探討三個研究問題：一、藝術教師在教學場域中表現出何種可觀察到的科技藝術專業素養？有何具體行為與思維？二、藝術教師如何透過課程設計、教學策略與學生學習評量，展現出這些行為？其特質為何？三、探討個案藝術教師之學習背景及其以科技藝術教育專業發展為職志之學習歷程。根據本研究之探究結果，歸納如下結論：一、中等學校藝術教師具備知識、技能、情意等全面性的專業核心素養，包含教學策略性、自發性、反省性、合作性、情感性、開放性、經驗性、道德性之多元面向，以達豐富教學經驗之意義延伸。二、中等學校藝術教師的科技藝術專業素養的具體實踐涵蓋課程設計、教學策略、學生學習評量等，以融入自我創作、社會議題、國際時事為基調，強調科技藝術教學形式並非以技術面養成為主軸。三、依循藝術領域課程綱要，中等學校藝術教師有具體的指標性學習目標、內容與表現，教師可參照該標準，擷取所需，並以素養導向教學設計檢核表來檢視自我課程的完善性，對於現職教師十分有幫助。四、科技藝術教育擁有其與時俱進之獨特性，有利於融入時事議題於教學中，能更有效地深化學生藝術涵養與美感素養及科技資訊與媒體素養等全方位的素養。

關鍵字

中等學校藝術教師；科技藝術；專業素養；個案研究

並列摘要

This study aims to explore the connotation and practice of the technological art professional competency of art teachers at secondary schools levels. In order to understand how art teachers can transform their own studies of technological art, aesthetic experience, teaching beliefs and relative qualities into specific teaching practice. The research method emploies cases study, through literature review, in-depth interview, non-participant observation and documentary analysis to deconstruct the ideas and behaviors of art teachers in the teaching field. The study intentionally sample three current art teachers who teach at university, senior high school and junior high school in Taipei as cases. Three main research questions: in terms of 1.What kind of observable competency of technological art profession is taught by art teachers in the teaching field? What specific behaviors and thoughts? 2. How art teachers demonstrate these behaviors through curriculum design, teaching strategies and student learning assessments? What is its trait? 3. Explore the learning background of cases and the learning process of the development of technological art education. According to the result of these studies, three conclusions are summarized as below: First of all, the art teachers of secondary schools have comprehensive core professional knowledge such as knowledge, skills and affection, including the multi-faceted orientation of teaching strategy, spontaneous, reflective, cooperative, affective, open, empirical and moral. Extend the meaning of the rich teaching experience. Secondary, the technological art professional competency of art teachers in secondary schools covers curriculum design, teaching strategies, student learning assessment, etc., based on self-creation, social issues, and international current affairs, emphasizing that the form of science and technology teaching is not based on technical aspects. Thirdly, following the curriculum guidelines of the art area, the art teachers in secondary schools have specific index learning objectives, content and performance. Teachers can refer to the standard to learn the needs, and review the self-curricular perfection with the literacy-oriented instructional design checklist. It is helpful for teachers. Tourthly, technological art education has its uniqueness of the times, in favor of covering current issues in teaching more effectively deepen students' art conservation and aesthetic qualities and technical information and media literacy a full range of literacy.