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  • 學位論文

新竹縣國民小學六年級版畫教學現況研究

A Study on the Status Quo of Printmaking Instruction on Sixth Graders in Hsinchu County

指導教授 : 林志成

摘要


本研究旨在探討新竹縣國民小學六年級版畫教學現況、影響教學因素與因應策略,並分析不同背景變項之視覺藝術教師,在版畫教學教育功能認同、版畫教學知能、實施版畫教學情形與影響教學因素之差異情形。 本研究採用問卷調查法與訪談法,以新竹縣國小六年級視覺藝術教師為研究對象,總共發出141份問卷,有效問卷為128份,收回可用率89%。問卷回收後,將資料以平均數、標準差、t考驗、單因子變異數分析與卡方考驗,進行分析與處理。本研究主要結論如下: 一、教師對版畫教學教育功能認同具中高程度正向,不同背景教師對版畫教學教育功能認同程度沒有差異。 二、教師版畫教學知能接近中高程度,在不同背景之教師的版畫教學知能差異方面,美術系畢業教師、教師兼主任與專任教師的版畫教學知能較佳。 三、在版畫教學情形與影響教學因素方面:105學年度接近中高比率的視覺藝術教師進行版畫教學;主要影響教學因素為「教師專業不足」、「學生用刀安全」、「缺乏雕刻刀具」。 四、在實施版畫教學情形差異方面:學士學位教師、不具版畫專長之教師、 10人以下班級人數之教師、 1~6班學校規模之教師與 特偏學校之教師在進行版畫教學的比例較低;11~20年任教年資之教師進行版畫教學比例較高。 五、在影響版畫教學因素差異方面:女教師認為用刀安全為影響教學因素;男教師認為易汙染環境衣物為影響教學因素;沒有進行版畫教學之教師與非美術系畢業之教師認為教師專業不足為影響教學因素; 24班以下學校規模之教師認為缺乏雕刻刀具為影響教學因素;25~48班規模學校之教師與有進行版畫教學之教師認為教材內容設計不佳為影響教學因素。 根據研究結論,針對教育行政單位、學校版畫教學發展、以及未來研究提出建議。 關鍵詞:版畫教學、視覺藝術、藝術與人文

並列摘要


This study aims to discuss the status quo of printmaking instruction on sixth graders in Hsinchu County, factors that influence teaching and the coping strategies, and analyze the differences in recognition of educational function in printmaking in-struction, competence of printmaking instruction, implementation of printmaking in-struction in class and factors that influence teaching by visual arts teachers of vari-ous backgrounds. The methods of the research include questionnaire and interviewing. The sub-jects are visual arts teachers of sixth graders in Hsinchu County. A total of 141 ques-tionnaires were issued, and 128 valid questionnaires are collected, with the return rate of 89%. After the questionnaires were collected, the researcher analyzed and processed the data using the mean, standard deviation, t-test, and one-way ANOVA. The principal conclusions of the study are as follows: 1.Teachers hold medium high-level recognition of educational function in print-making instruction, and despite their different backgrounds there is no differ-ence in the degree of their recognition. 2.The overall competence of teachers’ printmaking instruction is in medium high level. As for the difference between teachers of various backgrounds, those who were art majors, teachers/directors, and subject teachers have better com-petence. 3.The status quo of printmaking instruction and factors that influence teaching: about medium high ratio of visual arts teachers implement printmaking instruc-tion in their classes during 105 academic year; and the main factors that influ-ence their teaching can be incompetence of professional knowledge and skills, safety of children using knives, lack of carving tools. 4.Difference of implementation of printmaking instruction in class: teachers with bachelor degrees, with no printmaking knowledge and skills, with classes of fewer than 10 students, from schools of 1 to 6 classes or special remote schools implement printmaking instruction in class with a lower ratio; while teachers with 11~20 years of teaching experience have a higher ratio of implementing printmaking instruction in class. 5.Factors that influence printmaking instruction: female teachers consider safety of using knives to be the variable; whereas male teachers take the possibility of contaminating the environment or staining clothes as the variable. Teachers who don’t implement printmaking instruction or those who are not art majors believe incompetence of professional knowledge and skills to be the variable. Teachers from schools with fewer than 24 classes suppose the lack of carving tools to be the variable; while teachers from schools of 24 to 48 classes regard the poor design of teaching material as the variable that would influence teach-ing. The study findings may serve as the suggestion or guide for educational admin-istration authorities, school development of printmaking instruction and further re-search on printmaking instruction. Key words: Arts and Humanity, printmaking instruction, Visual Arts

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