臺灣國民小學傳統藝術課程方案發展與實踐之教學行動研究

An Action Research on the Development and Practice of Traditional Arts Curriculum Project at Elementary School Level in Taiwan

張美豔(Mei-Yen Chang)

指導教授 ： 趙惠玲 ； 方德隆

國立臺灣師範大學/藝術學院/美術學系/博士(2011年)

摘要

傳統藝術為我國珍貴的文化軟實力，也是區隔全球化同質性的最佳無形資產，本研究目的在建立傳統藝術教育的理論基礎，並整合相關論述以發展並實施國民小學傳統藝術課程方案，希望能傳達確切的傳統藝術概念使學生應用於日常生活經驗中。當前國民小學缺乏明確的傳統藝術教育理論依據，傳統藝術更常被淺化為技藝的訓練，也因其時代性與特殊性而無法確切連結於學生的生活經驗，因此，本研究提出以下問題：國小階段的傳統藝術教育理論基礎為何？如何發展傳統藝術課程內涵？實施過程應注意什麼面向？實施成效如何評估？如何應用於學生的生活經驗？
本研究共分為四階段進行，階段一為傳統藝術課程理論的建構，階段二實施學生傳統藝術概念起點行為問卷與SWOT分析，發展三個不同學習階段的傳統藝術課程方案，階段三為課程實施，期間並以專家效度檢核問卷、上課觀察紀錄、教案、學生作品評量表、學習單、教師反思紀錄等研究工具，最後則是學生學習成果的評量與研究者的反思。
在進行教學行動研究之後，本研究獲得下列結論：
一、融合當代藝術教育，建立以文化認同、人文核心及生活實踐為理論基礎的當代傳統藝術教育。
二、從傳統藝術本質、社會性、文化多元性及生活實踐發展國民小學傳統藝術課程方案。
三、以當代視覺文化之影像隱喻、概念轉換及敘說等實施策略進行國民小學傳統藝術課程與教學研究。
四、連結學生的生活經驗檢視國民小學傳統藝術課程方案的發展與實踐，
亦促進師生共同的成長。
五、貫徹大傳統與小傳統的精萃於國民小學傳統藝術課程方案中，藉由相關議題的思辨促進學生的批判能力。

根據研究結果，本研究提出下列建議：
一、政策法令
（一）制定明確的國民小學傳統藝術課程與教師專業基本規範
（二）學校應積極推行傳統藝術教育，深植其於社會藝術教育的基礎
（三）在文化創意產業活動中落實傳統藝術教育
二、未來研究
（一）研究者本身應不斷地為進行下一個研究循環作準備
（二）教學者須延伸傳統藝術概念以連結當代藝術教育相關議題

關鍵字

大傳統 ； 小傳統 ； 生活藝術 ； 國民小學傳統藝術課程方案 ； 傳統藝術

並列摘要

Traditional art is the most precious cultural soft power, as well as the optimal intangible asset that distinguishes homogeneity resulting from globalization. This study aims to establish the theoretical foundation of traditional arts education and to integrate relevant discussion for development and implementation of traditional arts curriculum projects at elementary school level. My hope is to convey precise traditional arts concepts to students and encourage them for realization in their daily lives. The current elementary education lacks clear theoretical foundation for traditional arts education, so that it has not only been simplified as skill training but also been detached from students’ life experiences due to the contemporaneity and particularity of traditional arts education. Therefore, this action research is designed to explore the following questions: What are the theoretical foundations of traditional arts education at elementary school level? How may we develop curriculum content for traditional arts education? Which aspects of implementation process should teachers concern when they practice traditional arts education? How should teachers evaluate students’ learning effectiveness when practicing traditional arts curriculum? And how will students apply the concepts of traditional arts to their life experiences?
There are four phases involved in this study. While phase one was launched for the curriculum construction of traditional art, phase two developed three different stages of traditional art curriculum projects based on the questionnaire for identifying students’ starting behaviors and the analysis of SWOT. The third phase was carried out for curriculum practices. Meanwhile, I also collected data gathered from expert validity indexes, class observation notes, lesson plans, the checklists of students’ artwork, students’ worksheets, and the teacher’s reflection notes. Finally, phase four engaged the assessments of students’ learning and the researcher’s introspection.
The findings derived from this action research suggest that:
1. The theoretical foundation of contemporarily traditional art education should be established upon cultural identification, humanism, and life practices.
2. The traditional arts project of elementary education should be developed according to the nature of traditional arts, social context, cultural diversity, and life practice.
3. The curriculum and research of traditional arts education at elementary school level should be implemented through strategies, such as image metaphorization, concept transformation, and narratives.
4. To connect students’ life experiences to the inspection on development and practices of traditional arts projects is critical for the mutual growth of teachers and students.
5. Elementary school teachers should carry through the essence of great and little tradition in the projects of traditional arts education and raise students’ critical consciousness through the speculation of relative issues.
In light of these findings, this study proposes the following recommendations:
1. Policies and Decrees
(1) The government should develop explicit elementary traditional art curricula and formulate regulations for fundamental teaching profession.
(2) Schools should actively promote traditional arts education and ground it on social arts education.
(3) The government should realize traditional arts education in the cultural and creative industry.
2. Future research
(1) Researchers should always prepare for consecutive research circles.
(2) Educators should extend concepts of traditional arts to relevant issues of contemporary arts education.

並列關鍵字

great tradition ； little tradition ； art for life ； traditional arts curriculum project at elementary school level ； traditional art

參考文獻

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