共築藝術天地－幼教藝術活動探究歷程之行動研究

幼教藝術活動常被視為一個創作的典範來源，藝術活動更是獲得反省思維的有效方法，透過藝術能激發學習者的熱情、交流思想、喚起活力，更重要的是，藝術能夠擴大理智的視野。本研究屬於高職幼保科職前師資培育課程與教學之行動研究，在教師引導藝術主題架構之下，讓幼保科學生分組自由形成自己的興趣主題，過程中強調師生的知識建構、合作省思與問題解決。在行動研究歷程中，主要透過小組討論尋求可能的解決策略、解決問題或再討論、再尋求可能的解決策略之探索循環。希望經由行動研究改善過去由教學者主導的學習，進而提昇教學者的教學內涵，以及學習者主動學習的動機，並藉班級討論文化的建立，培養師生具備高度的反省思維能力以及藝術教學的專業內涵。基於此，本研究擬達到的研究目的包括：發展一套幼教藝術活動探究的學習形式，並探討此幼教藝術活動探究歷程中，師生互動的形式與困境。此外，探討幼教藝術活動的探究學習，對師生反省思維能力以及對學習者的影響。本研究採用質的資料蒐集方法，包括：訪談、參與觀察、教學扎記及各項文件分析。研究者在資料收集過程中，不斷地進行歸納、分析、比較、辨證，最後做成結論與建議。本研究發現如下：一、長期被制約的教室學習文化，會影響團體合作探究的形式與內涵，以及探究學習的品質。二、能在引導藝術探究活動中進行“行動中思考”以及“行動中認知”的教師，才能幫助學生解決探究學習歷程中所遇到的種種問題。三、藝術探究學習可提昇學習者解決問題的能力、增進學習者蒐集資料的敏感度，並涵養學習者藝術感性之精神層面。

關鍵字

幼教藝術活動；探究學習；行動研究

並列摘要

Artistic activities in children's education have been viewed as a source of creativity and an effective method of reflecting ideas and thoughts. They can foster enthusiasm in the learner, increase communication and interaction with others, and encourage vitality and creative thinking. The most important result is that artistic activities can expand the field of vision and intellect. This study contributes to action research in the Department of Curriculum and Teaching of Child Care in Vocational High Schools. According to teacher's guides and the framework of art topic, students are encouraged to form their own topic of interest in groups. This study investigates the interactive relationship between the teacher and students, and how to construct knowledge, implement cooperative thinking and solve problems together. It also explores a possible strategy to solve problems through group discussion, which can be shown to be an effective solution to the problems arising through this interaction. This research aims to improve the leading role of teacher, promote the substance of teaching and student's motivation for active learning. By means of establishing a discussion of the class's culture, this can foster improved reflective thinking in teacher and students and a professional art teaching ability. The aims of this article are: 1. To develop a learning style of childhood educational art activities. 2. To examine the interactive relationship between teacher and students within the process of childhood educational art activities. 3. To examine the effect of reflective thinking between teacher and students within the process of childhood educational art activities. 4. To examine the effect of learning within the process of childhood educational art activities. The data for this study are collected from interviews, participative observation, reflective diary and other documents, and then analyzed and compared. The results of this study can be used as a useful reference for childhood educational art activities. Results of this study indicate: 1. The culture of classroom which have been formulated for a long time will have an influence on the form and connotation of cooperative exploration. 2. The teacher who had carry out the ”reflection in action” and ”knowing in action” will help to solve problems in the learner. 3. The explorative learning of art can promote the skill of solving problems, advance the sensibility of collecting datas and nourish a feeling of art.