美術系學生的學習動機之研究

本文旨在探究美術系大一學生的學習動機及學習現況，探究其不同的藝術學習經歷與背景會對於學習動機造成什麼影響，其差異為何。本研究採用深度訪談法，邀請八位美術系大一學生對於過去學習經歷與目前美術系學習動機及現況進行討論，這八位美術系學生來自同一大學，擁有不同藝術學習經歷，嘗試從深度訪談的方式理解研究參與者過去的藝術學習經歷與現在大學美術系學習狀況之間的關係。本研究具體研究發現如下: 一、美術系學生升大學前啟發學習動機之因素 (一)美術系學生自幼以來最重要的學習動機為個人興趣 (二)普通班與美術班學生因教學目標不同而有學習動機之差異 (三)美術系學生的畫室學習動機主要為增強技巧訓練二、美術系學生大學時期以專業發展為目標的學習動機 (一)基礎理論課程提供進階學習的奠基之動機 (二)基礎創作課程之目的是為了追求專業發展之良好基礎 (三)擁有學習自主權有助於提升學習動機三、高中不同學習背景的美術系學生具有學習動機之差異 (一)畢業於美術班的美術系學生學習動機來自不同於以往的學習內容 (二)畢業於普通班的美術系學生學習動機較積極 (三)影響學習動機的其他因素有個人對藝術的喜好、同儕、外在刺激等

關鍵字

學習動機；藝術學習；美術系

並列摘要

The purpose of this paper is to explore the learning motivation and status of the first-year students of the department of fine arts, and explore how their different art learning experiences and backgrounds affect their learning motivation and differences. This research adopts the in-depth interview method; eight first-year art students were invited to discuss their past learning experiences and the current learning motivation of the art department. These students were from the same university and had different art learning experiences. to understand the relationship between the participants' past art study experience and their current university art department study status. The specific findings of this study are as follows: 1. Factors that inspire the learning motivation for art students before entering university. (1) The most important learning motivation for art students since childhood is personal interest. (2) Students in ordinary classes and art classes have varied learning motivations due to different teaching objectives. (3) The studio study motivation of art students is mainly to enhance skills training. 2. The learning motivation of art students with the goal of professional development in college. (1) Motivation for basic theoretical courses to provide a foundation for advanced learning. (2) The purpose of the basic creation course is to establish a good foundation for professional development. (3) Having learning autonomy helps in improving learning motivation. 3. Art students with diverse learning backgrounds in high school possess varied learning motivation. (1) The learning motivation of the art students who graduated from the art class comes from different learning content from the past. (2) Art students who graduated from ordinary classes are more motivated to learn. (3) Other factors that affect learning motivation include personal preferences for art, peers, external stimuli, etc.