國小視覺藝術課程教案的分析與開發 －以蘭花設計元素為例

The Analysis and Development of Teaching Plans in Elementary Visual and Arts courses－Through the design of orchids

陳雅欣(CHEN,YA HSIN)

指導教授 ： 王秀如

朝陽科技大學/設計學院/視覺傳達設計系/碩士(2020年)

摘要

本研究旨在探討以學科本位的藝術教育(Displine Based Art Education,DBAE)理論應用在國小藝術與人文中視覺藝術課程的教案設計與實施。研究者以蘭花為主題設計課程，並以DBAE的四個面向：美學、藝術史、藝術批評、藝術創作做為課程架構，因應九年一貫的視覺藝術課程三大主軸的目標—探索與表現、審美與理解、實踐與應用作為課程設計的指標。研究目的主要是發展以蘭花為主題融入DBAE理論為基礎的視覺藝術課程教案。運用DBAE理念進行以蘭花為主題的課程，增加學生對蘭花的美學、歷史、評論及創作的能力。此外，觀察學生透過DBAE理論學習以蘭花為主題的視覺藝術課程之成效，再依據研究結果作為DBAE理論應用於國小視覺藝術教案設計之參考。
研究者引導學生進行六節課的蘭花主題式課程的學習，採用參與觀察法、教學紀錄及學習單回饋進行資料的蒐集並分析。根據研究結果，得出課程應有充足授課時數能使課程更趨完整。同時也能以DBAE理論為基準，向外擴張不同學習領域。透過老師的授課能讓學生化被動為主動，使學生自主學習，並訓練思維能力、口語表達能力。最後本研究以DBAE理論四面向提出後續的課程規劃建議，可為未來相關研究之參考。

關鍵字

DBAE理論 ； 視覺藝術課程 ； 九年一貫 ； 蘭花 ； 教案設計

並列摘要

This study aims to investigate the lesson plan and implementation for the curriculums of art and humanities and visual arts, by applying the many theories of Discipline-Based Art Education (DBAE).Researchers designed the course using orchids as the main theme and utilized the four respective components of DBAE: studio art (art production), art history, art criticism and aesthetics as the course structure.In response to the visual arts course's goal of the three main axes from grades 1 to 9 –exploration and performance, aesthetics and understanding, practice and application as indicators of the curriculum's design.The purpose of the research is mainly to develop a visual arts curriculum plan based on the integration of DBAE theories with orchids as the title.Through the utilization of DBAE concepts for orchid-themed courses, not only does it ameliorate their understandings of orchids, it also improves their aesthetics, history, criticism, and the ability to create.In addition, we will observe the effectiveness of students' learning of the orchid-themed visual art course through the use of DBAE theories, and then apply the results as a reference for the design of the elementary visual arts teaching plan.
Researchers will guide the students to study the orchid-themed courses in a total of six periods, integrate the participation-observation method, teaching records, and the feedback on report cards, so as to collect and analyze the data.According to the research results, it is concluded that the course should have sufficient teaching hours to make the course more complete.At the same time, we can expand the diverse learning realms outwards based on the DBAE theory.As a result, students will have altered from more of a passive-learning-state to an active-learning-state, learn independently, and hone their cogitation and oral expression abilities through the instructor's lectures.In summation, this study proposes follow-up curriculum planning recommendations using the DBAE theories, which can be used as a reference for future research.

並列關鍵字

Theories of DBAE ； visual arts course ； grade 1-9 curriculum guidelines ； orchids ； lesson plan designs

參考文獻

一、書目

1.吳明隆(2001)。《教育行動研究導論－理論與實務》。台北市：五南。

2.吳望如、吳慧琳、黃琤圈等(2003)。《我國藝術教育現狀與發展策略》。國立台灣藝術教育館92年度專題研究計畫。臺北市：國立台北師範學院。

3.林曼麗(2000)。《台灣視覺藝術教育研究》。臺北市：雄獅。

4.邱兆偉(1992)。《美感教育的哲理與實踐》。學校美感教育國際學術研討會研究論文與研討紀錄。台北：教育部。