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  • 學位論文

後九年一貫視覺藝術教師教學現況之調查研究:以嘉義市八所國民中學為例

指導教授 : 林仁傑
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摘要


摘 要 本研究旨在瞭解嘉義市國民中學視覺藝術教師執行藝術與人文課程的教學現況,探討教師實施藝術與人文課程視覺藝術教學時所面臨的困擾,以及教師對實施藝術與人文課程的認同度。本研究採用的方法以問卷調查的方式進行調查研究,並輔以實地訪談,加深資料分析及研究深度,並從願意接受訪談的教師中,選出3位教師進行實地訪談;問卷調查的工具是研究者自編的「嘉義市國中藝術與人文領域之視覺藝術教學實施概況調查問卷」,於民國九十七年九月下旬至十月底,實施全面性調查,接受調查對象的視覺藝術教師為嘉義市八所國中共計二十三名視覺藝術教師填答。 依據問卷與訪談資料所得,整理本研究相關發現,主要分兩個部份:一、在視覺藝術課程實施現況方面(1)藝術與人文領域排課方式多以視覺藝術搭配表演藝術方式排課。(2)視覺藝術教師教學內容以自編教材為主,對教科書內容與教學實施不易。(3)教學方式仍以技巧創作為主、鑑賞為輔。(4)對於學校教學資源與設備不足。(5)授課時數不足。(6)教學評量實施多元化。(7)受制於升學主義的盛行,視覺藝術被邊緣化。(8)當教學愈困難的因應方式:以請教別人、自我進修、自行尋找資料、調整教學的內容與進度等方式因應。二、在實施統整課程方面(1)以分科方式進行教學,視需要再進行統整教學。(2)以「主題式統整教學」與單科課程統整融入的統整方式最為常見。(3)各科有專業知識,統整不易。(4)為統整而統整,學生無收穫。(5)跨領域協同教學實施困難。(6)缺乏表演藝術師資的配合。

並列摘要


Abstract This paper investigated the problems that teachers face in teaching visual art in the Arts and Humanities subject and their identification with the administering of the subject by reviewing the present teaching status of the subject of 8 junior high schools in Chiayi. Onsite interviews were conducted with 3 of the teachers who voluntarily accepted the interview after the survey to enhance the accuracy of data analysis and the breadth of research. The questionnaire Status of Visual Art Teaching in Arts and Humanities of Junior High Schools in Chiayi City Survey was developed by the author. A full-scale survey of 23 visual art teachers from 8 junior high schools in Chiayi City was conducted from the end of September to the end of October in 2008. The results from analyzing the survey and interview data fall into two sections. In administering visual art course, (1) visual art and performing art are arranged in Arts and Humanities in general; (2) visual art teachers often prepare their own teaching materials because it is difficult to teach the contents in the textbook; (3) skill creation is the main focus and appreciation the secondary focus of class; (4) teaching resources and equipment from schools are inadequate; (5) the number of lessons is inadequate; (6) teaching evaluation is diversified; (7) visual art is marginalized as a result of credentialism; and (8) asking help from others, self-study, looking up data by oneself, and adjustment of teaching contents and progress are the common solutions for teaching problems. In course integration, (1) courses are given individually and integrated where necessary; (2) thematic integrated teaching and single-source integration are the most common practices; (3) it is difficult to integrate different courses because each requires professional pedagogic competence; (4) students learning nothing when courses are integrated for the sake of integration; (5) interdisciplinary collaborative teaching is difficult to administer; and (6) lack of support from teachers with performing art competence.

並列關鍵字

無資料

參考文獻


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被引用紀錄


余慧真(2013)。國民中學學生視覺藝術課程學習動機與學習滿意度調查-以新竹市為例〔碩士論文,國立臺北藝術大學〕。華藝線上圖書館。https://doi.org/10.6835/TNUA.2013.00157
李淅湄(2011)。國中視覺藝術教師導師經驗之研究-以新北市立丹鳳高中國中部為例〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315235161
楊淑勳(2012)。高中藝術生活教師教學信念之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315304983

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