二次大戰後臺灣小學師資培育美術科教材教法與國小視覺藝術課程發展之研究

本研究透過歷史研究法探討二次大戰後在臺灣的小學師資培育美術科教材教法與小學視覺藝術課程的發展。藉由歷史文獻的蒐集與運用，從教育政策、藝術教育思潮、美術科課程標準與教科書等面向去討論。主要先利用史料去建構出當時小學職前師資培育美術科教材教法與小學視覺藝術課程的發展脈絡與背景，再將其內容與藝術教育思潮彼此間做一個關聯性的延伸。最後，針對本研究之實施結果提供結論與建議，研究結果如下：一、小學藝術科之視覺藝術教材教法的內涵從傳統的注重媒材的展現到1971年開始以創意及媒材呈現於兒童能力的兒童中心思想為主。二、小學藝術科之視覺藝術課程由只注重繪畫技法的傳統教育理念、到1960年代後的兒童中心思想、再到1990年的學科中心與2000年以生活（社會）中心為主。其中2000年的藝術教育理念涵蓋了兒童中心、學科中心及生活（社會）中心三種特質。三、不同時期小學藝術科之視覺藝術教材教法蘊含的藝術教育理念，從最開始的傳統教育理念，再到兒童中心思想以及學科中心與生活(社會)中心的出現。但在小學師資培育美術科教材教法只包含傳統的教育理念與兒童中心思想為主。

關鍵字

美術科教材教法；小學視覺藝術課程；歷史研究法

並列摘要

This research explores the Development of Teaching Methodology Courses of Visual Arts in Teacher Education Program and Elementary Visual Arts Curriculum via the historical method after World War II in Taiwan. Through the collection and useage of historical documents, this study inquires into its traces based on the perspectives of educational policy, art education thoughts, art curriculum standards and textbooks. There are three phases of this study. First, construsting the context by depicting the historical material of methods courses and elementary school arts curriculum. Secondly, a comparision curriculum of methods and school art education to trends of theory and concepts from art education is made. Finally, a recommendation is proposed after the discussion of context and practice of teacher education and the curriculum implemented in the field. There are several findings 1. The connotation of the visual arts textbooks and teaching methods of primary school arts subjects, from the traditional focus on the presentation of media to 1971, began to focus on the child-centered doctrine of creativity and media presentation in children's abilities. 2. The visual art curriculum of the primary school art subject has changed from the traditional educational philosophy that only focused on painting techniques, to the child-centered doctrine after the 1960s, to the discipline-based theory in 1990 and the life (social) center doctrine in 2000. Among them, the concept of art education in 2000 covered three characteristics: children-centered doctrine, discipline-based theory and life (social) center doctrine. 3. The concept of art education contained in the visual art teaching materials and methods of primary school art subjects in different periods, from the initial traditional education concept, to the emergence of child-centered theory, discipline-based theory and life (social) center doctrine. However, the teaching methods of art teaching materials for teacher training in primary schools only contain traditional educational concepts and child-centered doctrine.