針對非藝術科系大學生所開設的藝術通識課程,其目的在於傳遞系統性藝術知識的同時,亦能夠培養學生對於藝術的興趣。因此,大學藝術通識課程之教學成效衡量,不應僅止於課堂之測驗評量或成果展現,亦需探討課程能否促成大學生對藝術之正面心理認知與實際行為。本研究應用消費者行為觀點,探討戲劇通識課程對非藝術科系大學生在戲劇知識、涉入程度與觀賞行為等方面之影響;利用索羅門四組準實驗設計控制前測污染效果,以期更精確地檢測戲劇通識課程對各研究變數之影響。研究結果發現,非藝術科系大學生之戲劇知識、涉入程度與觀賞行為,於接受戲劇通識課程後皆有顯著提升,亦顯著高於未接受戲劇通識課程訓練之學生。本研究之實務意涵可以提供教育單位在戲劇通識課程內容規劃與成效評量方面之參考,亦可以做為藝術管理單位(例如文化部)在推廣戲劇藝術時,構思跨部門整合方案之規劃方向。
The objective of arts general course for non-art major college students is to instruct systematic arts knowledge while fostering students' interest toward arts. Hence, assessments of effects of arts general course should not only be pencil-and-paper tests and/or in-class presentations, but should also be evaluations about whether the positive cognitions and the actual behaviors toward arts are affected by the course. Based on the perspective of consumer behavior, the purpose of this research is to exam effects of drama general course on non-artistic major college students' drama knowledge, involvement and viewing behavior. This research applies Solomon four-group design to control the contaminating effect of pretest hence effects of drama general course on research variables could be examined with higher precision. This study found that, in comparison with students who had not taken drama general course, there were significant improvements in drama knowledge, involvement, and viewing behavior among students who had taken drama general course after taking drama general course. The practical implications of this research could be employed to content designs and result evaluations of drama general course for educational institution, and could also be planning-alternatives for inter-institutional integration while promoting theatre arts for government institutions that superintend arts (e.g. Ministry of Culture).
為了持續優化網站功能與使用者體驗,本網站將Cookies分析技術用於網站營運、分析和個人化服務之目的。
若您繼續瀏覽本網站,即表示您同意本網站使用Cookies。