國小電腦課與表演藝術之協同教學：以Scratch程式設計與聲音表演藝術之結合為例

Interdisciplinary Teaching in Elementary School Computer and Performing Arts Classrooms: Combining Scratch Programming with Voice Performing Arts

林盈芳

指導教授 ： 林美娟

國立臺灣師範大學/教育學院/資訊教育學系/碩士(2011年)

摘要

本研究旨在探討國小「電腦」課程之Scratch程式設計與「藝術與人文」課程之聲音表演藝術進行協同教學之可行性。研究方法採用行動研究法，研究流程分為三階段：第一階段中，研究者經由訪談現職藝術與人文教師，了解目前國內表演藝術課程之實施現況與困境，並和參與本研究之電腦、藝文教師共同規劃了七個結合Scratch程式設計與聲音表演之學習單元；第二階段中，研究者於新北市某國小，針對兩班六年級學生（共70人）實施七個單元之協同教學，其間反覆進行「計畫→
行動→觀察→反思」四步驟，不斷改進教學策略；第三階段中，研究者將過程中所收集之課堂觀察筆記、教學日誌、訪談以及討論紀錄、實物影像等資料進行整理與分析。研究結果發現，Scratch程式設計與聲音表演藝術之協同教學確屬可行，且能帶來以下效益；
一、提升學生對於此二領域之興趣，以及進一步探索學習之意願。
二、使學生在此二領域之學習內容更為完整與豐富。
三、改善學生之學習態度與同儕關係，並提升其自信心。
四、促進協同教師間的對話，進而提升其教學技巧。
五、Scratch網站所支援之評論功能有助於藝術與人文作品之賞析。
六、Scratch軟體若能擴充其內建圖庫，並改進其與某些影音軟體不相容的問題，
將可使其更適用於藝術與人文課程。

關鍵字

協同教學 ； 跨領域協同 ； Scratch程式設計 ； 表演藝術 ； 聲音表演

並列摘要

This study investigated the feasibility of interdisciplinary teaching that combines Scratch programming taught in the computer classroom with voice performing arts taught in the arts and humanities classroom. An action research process consisting of three phases was implemented. During the first phase the researcher interviewed arts and humanities teachers to understand how performing arts were being taught at elementary schools and the difficulties encountered. With the help of a computer teacher and an arts and humanities teacher, the researcher then went on to design seven learning units, each of which requiring students to develop a Scratch programming project involving the use of voice performing elements. During the second phase, the two participating teachers conducted team-teaching in two sixth-grade classes for 8 weeks. A cycle of planning, acting, observing and reviewing was performed iteratively, which provided feedback for the two teachers to modify their teaching strategies as they progressed through the seven units. Various data, including classroom observation notes, journals kept by participating teachers and interview records were collected over the entire 8-week period, which were analyzed during the third phase. It was found from this study that interdisciplinary teaching combining Scratch programming and voice performing arts not only was feasible but benefited learning in the following aspects:
(1) It enhanced learning interest and motivated students to
want to explore further into the two content areas.
(2) It enriched content learned by students in both courses.
(3) It improved learning attitude, enhanced peer interaction
and bolstered confidence in learning..
(4) It encouraged exchange of ideas among team-teaching
teachers, thus helping to improve their teaching skills.
(5) Sharing of projects on Scratch official website
encouraged students to appreciate good work created by
their peers.
(6) Scratch could become an even more useful tool in the
arts and humanities classroom if it could provide a
richer collection of built-in sprites as well as fix its
incompatibility problems with some video software.

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