國民中學學生藝術與人文學習領域表演藝術學習成就評量標準之研究

A Study on the Students' Achievement Assessment on Performing Arts of Arts and Humanities Learning Area in Junior High School

梁東民(Tung-Min Liang)

指導教授 ： 林劭仁

國立臺北藝術大學/文化資源學院學術論文/藝術與人文教育研究所/碩士(2016年)

摘要

為能夠明確瞭解國中學生藝術與人文學習領域其學習成就評量標準的實施情形。本研究擬以表演藝術科為例，並以問卷調查法邀請種子教師針對目前國中藝術與人文學習領域表演藝術學習成就評量標準（2013年試行版）（區分為：探索與表現、審美與理解、實踐與應用）進行調查，並以訪談方式作為輔助。本研究的目的包括：1.瞭解國中學生藝術與人文學習領域表演藝術學習成就評量標準之實施成效，2.探討國中學生藝術與人文學習領域表演藝術學習成就評量標準的適用性，3.根據學習成就評量標準表演藝術評量推行情形提出建議。
研究結果發現，問卷調查部份，平均數最高者為實踐與應用的藝術參與與探索與表現的表現創作，而平均數最低者為實踐與應用的生活應用、審美與理解的價值體認、探索與表現的多元能力。訪談部份，1.在傳統評量與九年一貫評量方式的差異，原本分數是難以具體說明的，以往的評量系統是比較主觀的，比較輕鬆作業的，但兩者的差異最重要還是有明確客觀的主題與標準，讓大家會比較容易依循。2.評量內容的使用看法，用敘述法的方法就是不錯的作法，因為這樣已經很明確，不需要改成兩分法或者格式化的模式，因為用敘述法就是讓每個老師在這樣的標準範疇下，能夠有自己對孩子成效的目標，這樣也是尊重教師專業，也讓學生有更多發展的空間。3.對評量方式因應十二年國教的期待或建議，希望能夠更加精準的表示陳述，簡單清楚合理是大原則，比較困擾的是要做到形成性和總結性的部份，目前的評量系統並不需要做大幅變動，只需做微調就可以。實務建議包括：1.因應十二年國教推動，主管機關應廣泛徵詢教師與委員的意見進行修訂，2.可以擴大辦理有關教師的研習活動，3.教師應適時多充實本身專業，4.表演藝術師資培育訓練機構可加強教學評量課程，5.建議教育部架設藝術與人文領域教學評量專屬網站，6.建議政府相關單位將藝術與人文領域課程切實的分割，7.可於平日教學中融入評量標準與規範。

關鍵字

藝術與人文學習 ； 學習成就 ； 評量標準

並列摘要

To understand the criteria of learning achievement evaluation of junior high school students in arts and humanity field, the questionnaire surveys and interviews are adopted to scrutinize the seed teachers of performing arts, asking the recent learning achievement evaluation criteria (2013 edition) (exploration and performance, aesthetics and comprehension, and practice and application) in the performance arts. The purposes of research are to understand the performance of learning achievement evaluation criteria in performing arts, to discuss the adaptation of learning achievement evaluation criteria in performing arts, and to deliver recommendations from the recent conditions.
Based upon the statistical analyses, the highest average scores sequentially are the practice and application of arts participation and the exploration and performance of performing creations whereas the lowest scores sequentially are the practice and application of life application, the aesthetics comprehension of value cognition, and the exploration and performance of multiple abilities. By reading the consequences of interviews, three main points are as follows. One, the differences between former evaluation and the evaluation of Grade 1-9 Curriculum are located at the evaluation criteria that former system is more subjective and loose. Two, by judging the contents of evaluation, the way of narrative approach is precise and concise for teachers to evaluate the performances of students, each teacher can help student making their performing targets and developing their learning space. Three, to respond to the anticipation and recommendation of 12-year basic education, the ways of evaluation should be based upon the rational and concise evaluation system, and making minor modification if necessary; the difficulties are making the formative assessment and conclusive assessment. Practical recommendations are as follows: one, to respond to the process of 12-year basic education, authorities should refer to the revises from teachers and committee members. Two, research learning activities should be held for teachers. Three, teachers should improve their professionals. Four, teaching evaluation should be ameliorated by the training institute of performing arts teacher. Five, exclusive website of arts and humanity teaching evaluation should be set by the Ministry of Education. Six, the field of arts and the field of humanity should be divided by relevant authorities. Seven, daily teaching should be involved in the criteria and the norms of evaluation.

並列關鍵字

Arts and humanities learning ； learning achievement ； assessment standard

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