從臺灣兒童繪畫作品之解析探論防呆式繪畫教學之適切性

研究者於1999年開始從事兒童美術教育，教學中經常遇到家長詢問一個問題「請問是否有簡易快速的教學方式能夠讓家長在孩子課餘時間自行引導兒童進行藝術繪畫創作？」。爰此，本研究欲以專家學者之觀點與研究者多年教學經驗耙梳2008～2018年10年間國內兒童繪畫比賽之前三名及優勝作品，利用「文本分析法」與「內容分析法」將比賽得獎作品彙整成「兒童美學趨勢」做為基礎教學內容之建議教材，再以「防呆設計」之「使用便利、無須專業知識即可操作」的主要理念進行教學模式設計，設計一套簡易的「兒童藝術教學引導模式」來協助父母進行兒童藝術教育，最後以「實驗教學法」，透過「口頭評量」的方式由父母取得兒童能力成長與否的回饋意見。研究結果為「防呆型兒童藝術教育」教學模式之成果皆為正向，有助於孩子「觀察力、想像力、構圖能力、色彩變化運用」之繪畫能力的成長，但由於孩子隨著年齡增長，其繪畫模式會從圖式期進入寫實期，因此若父母不具備具備專業的美學基礎及繪畫技巧，則「防呆型兒童藝術教育」之適用教學年齡應為6~10歲，綜合上述，本研究貢獻為建立一套可行之「防呆型兒童藝術教育」，可做為家長進行藝術教育之參考模式。

關鍵字

兒童藝術教育；防呆設計；實驗教學法

並列摘要

In their practice of art education since 1999, the authors of this paper have frequently received questions from parents regarding how to quickly and effectively teach their children to draw and paint after school. To answer this question, on the basis of the authors’ teaching experience, this study analyzed the top three ranked paintings in children’s painting competitions in Taiwan between 2008 and 2018. Textual and content analysis methods were then applied to explore children’s aesthetic development and create reference instructional materials for children’s art education. To help parents effectively teach art to their children, an instructional model of children’s art education was also designed on the basis of poka-yoke (mistake-proofing), a design concept aimed at enabling people to create an easy-to-use product without the necessity of professional knowledge. Subsequently, this study implemented an experimental teaching program in which parents taught children and received children’s feedback through oral assessments. The results revealed that the model of poka-yoke art education for children yielded positive outcomes; specifically, the model enabled parents to help their children develop their painting skills in terms of observation, imagination, composition, and color selection. However, the designed model is suitable for only children aged 6–10 years whose parents lack professional aesthetic and painting knowledge; the model is not suitable for children in other age groups because children initiate their transition from the schematic stage of art development to the realism stage after the mentioned ages.