屏東縣國民中學「藝術與人文學習領域課程」實施現況之研究

The Study on the Implementation of the Art and Humanities Curriculum in Pingtung Junior High Schools

林玉英(LIN YU-Ying)

指導教授 ： 吳雅玲　博士

國立屏東科技大學/人文暨社會科學院/技術及職業教育研究所/碩士(2007年)

https://doi.org/10.6346/NPUST.2007.00023

摘要

本研究以「屏東縣國民中學藝術與人文學習領域課程實施現況之研究」為題，探究屏東縣國中學生對於藝術與人文學習領域課程之課程設計、課程執行與支持系統學習感知情形，進而覺察學生學習感知之差異性及之間的相關情形。
而本研究採問卷調查法，研究對象為屏東縣國中二年級學生，且從所獲得問卷資料以次數分配、百分比、ｔ考驗、單因子變異數分析、皮爾遜基差相關等統計方法進行分析，其重要結論如下：
壹、 屏東縣國民中學學生對藝術與人文學習領域課程之課程設計、課程執行與支持系統之學習感知情形
一、 在課程設計層面，屏東縣國中學生認為藝術與人文課程學習領
域課程之「整體課程設計」的合宜性屬中等程度。
二、在課程執行層面，屏東縣國中學生認為藝術與人文學習領域之課程執行的多元性與完整性屬中等程度。
三、在支持系統層面，屏東縣國中學生認為學校對藝術與人文學習領域課程的支持程度僅是中等偏低。
貳、 不同背景之屏東縣國民中學學生在藝術與人文學習領域課程之課程設計、課程執行與支持系統的學習感知差異
一、課程設計層面在不同性別、課程屬性認知、不同上課地點皆有顯著性差異。
二、課程執行層面在班級人數、課程屬性認知、不同上課地點、借課次數皆有顯著性差異。
三、支持系統層面在不同性別、班級人數、課程屬性認知、不同上課地點、借課次數皆有顯著性差異。
參、屏東縣國民中學學生對藝術與人文學習領域課程之課程設計、課程執行與支持系統的學習感知相關情形
屏東縣國民中學學生在整體課程設計與課程執行及支持系統皆兩兩正相關。

關鍵字

藝術與人文學習領域課程 ； 課程執行 ； 支持系統 ； 課程設計

並列摘要

The main purpose of this study was to explore Pingtung junior high school students’ learning perception of the status of the Art and Humanities Curriculum implementation, including curriculum design, curriculum implementation, and support systems. Furthermore, the researcher explored the differences and the correlation of students’ learning perception.
A questionnaire was the main research method. Participants were second-grade students in Pingtung junior high schools. The data was analyzed by applying the statistical methods, including percentage of frequency, distribution percentage, t-test, one-way ANOVA, and Pearson’s product-moment correlation.

The main findings of this study are as follows:
1. Students’ learning perception of the status of the Art and Humanities Curriculum implementation:
(1) In curriculum design, students considered that the suitability of “the whole curriculum design” in the Art and Humanities Curriculum implementation was medium degree.
(2) In curriculum implementation, students indicated that the multiplicity and completeness in the Art and Humanities Curriculum implementation was medium degree.
(3) In support systems level, students showed that the degree of support in the Art and Humanities Curriculum implementation was medium-low.
2. The differences in learning perception of students with varied backgrounds:
(1) Students’ learning perception of curriculum design was varied with their genders, curriculum-attribute cognition, and class location.
(2) Students’ learning perception of curriculum implementation was varied with their class size, curriculum-attribute cognition, class location, and frequency of lending courses.
(3) Students’ learning perception of support systems was varied with their genders, class size, curriculum-attribute cognition, class location, and frequency of lending courses.
3. The correlation of students’ learning perception of curriculum design, curriculum implementation, and support systems in the Art and Humanities Curriculum implementation:
Students’ learning perception of curriculum design, curriculum implementation, and support systems was correlated to each other.

並列關鍵字

the Art and Humanities Curriculum ； curriculum designs

參考文獻

孫嘉玫 (2001) 。九年一貫藝衡與人文學習領域課程統整之研究。國立台灣師範大學美術研究所碩士論文，未出版，台北。

郭禎祥 (2002) 。當代藝術教育的新方向。大趨勢，5，7-10。

管淑華（2002）。藝術與人文領域課程設計與實施之研究。國立台北師範學院課程與教學究所碩士論文，未出版，台北市。

Curriculum Development.

Duncum, P. (2000). Art Education and Visual Culture. International Visual Arts Conference, 125-140.