ARCS動機模式融入個案國小高年級美感教育之研究─以長福國小為例

摘要本研究採行動研究法進行，研究者在了解個案偏鄉小校的美感教育推動困境後，進行相關文獻探討，了解美感教育內涵、範疇與美感元素之界定，搭配校園美化活動，設計「校園彩繪課程」，針對該校十六名高年級學童進行教學。課程結束後，分析課程設計、教學觀察、教學省思、課程前後學童作品、學童學習省思、學習單、訪談…等資料，探討以「校園彩繪課程」美感教育之成效與限制。行動研究於2017年6月～2018年3月間進行，於藝術與人文領域進行實驗教學，以「能將感受轉化，依據特定主題與內容，構思並完成畫面設計」、「透過參與體驗藝術活動，深刻地體會同儕間的合作情感」、「能使用適當的視覺元素和構成要素，增加美感知能」、「能夠發現自己在藝術活動所學得的藝術知能與生活相關」為目標，採「ARCS動機模式」，依序就「引起注意─認識美感元素」、「聯結及強化─探索感官經驗」、「建立信心─運用美感元素」及「得到滿足─回饋與省思」四個階段進行教學。並以美感教育之比例、色彩、質感、構成、構造與結構六項構面，作為學童美感提升情形之檢核向度。研究發現：一、運用ARCS動機模式融入偏鄉國小高年級美感教育教學作法後，新奇活動可提升學童學習動機，但長久來看仍需考量個體對主題的喜好。二、運用ARCS動機模式融入偏鄉國小高年級美感教育教學後，依美感六構面之「色彩」、「質感」、「構造」、「結構」呈現正向成長，提升了高年級學童美感素養。三、本研究在教學課程實施過程後，十六名學童在感受美與分享美的能力明顯提升。

關鍵字

美感教育；偏鄉學校； ARCS動機模式

並列摘要

ABSTRACT This is a study which adopted action research. The researcher, having an understanding of the difficulties in promoting aesthetic education at the remote school in the case study, conducted a literature review to figure out the contents and scope of aesthetic education as well as the definition for aesthetic elements. Furthermore, the researcher designed a “campus painting course” that will go with campus cosmetic activities specifically for the sixteen higher-grade students at that school. When the course had been implemented, the data, including course design, observation on teaching, reflection on teaching, pre- and post-course works by the students, reflection on students’ learning, learning report as well as interviews, were analyzed to explore the effectiveness and limitations of the aesthetic education that was based on the “campus painting course”. The action research was conducted in the period from June, 2017 to March, 2018, with experimental teaching given in the fields of arts and humanity. The teaching aimed at “being able to transform the feeling and to conceive and complete the screen design based on specific topics and contents”, “profoundly experiencing the cooperative mood among peers through participation in artistic activities of experience”, “being able to enhance aesthetic competency by using appropriate visual elements and comprising elements”, and “being able to find the artistic competency that one acquires in artistic activities is associated with life”. Thus, the teaching in an “ARCS motivated model” was administered with four stages, namely, “draw attention─know the aesthetic elements”, “connect and intensify─explore the sensual experience”, “build confidence─employ the aesthetic elements”, and “gain satisfaction─feedback and reflection”. The aesthetic enhancement in the students was evaluated in six dimensions of aesthetic education: proportion, color, texture, composition, construction and structure.