高中美術科數位藝術課程之教學研究

Abstract

本研究旨在研發高中美術科數位藝術課程，研究方法採行動研究法，以某高中學生為研究對象，進行十二週的教學。此課程內容係依據教育部課綱而發展，經專家效度評鑑後予以修正，爾後透過學生的學習前/後測問卷、學習單、自我評估問卷、作品等文件，評估分析學生的學習成效。 研究發現學生的學習興趣和參與度均有明顯提升，且在認知、情意、技能、鑑賞、創作表達之成效均能達課程目標。緣此，研究者將課程設計內涵及教學成效彙整歸結，推導成數位藝術課程發展模式，此模式重點為： 一、課程目標應依據教育部課程標準而制訂；二、課程組織應考量內容廣度與深度，並兼含認知、情意、技能、鑑賞及創作活動；三、教材選擇應考量藝術家之知名度與代表性，並評估作品之媒體表達、美感形式及人文內涵；四、教學方法採合作學習方式可增加師生互動，並訓練學生的統整歸納及表達能力；五、評鑑方式採多元方式，包括形成性及總結性評量。 最後，研究者針對：一、課程設計方面；二、教學策略方面；三、教師專業及行政配合方面；四、未來研究方面分別提出建議，以資後續教學者及研究者參酌。

The aim of this study is to develop digital art curriculum for senior high school art courses, using action research, with the students of one high school as subjects in a course that lasted 12 weeks. The course used in this study was based on course guidelines published by the Ministry of Education and was reviewed by experts for validity to be revised based on the results. Learning achievements of the students were evaluated using pre-class and post-class questionnaires, work sheets, self-evaluation questionnaires, and assignments. The results show that interest in learning and participation increased among students, whose achievements in cognition, affection, skill, appreciation, and creative expression all satisfied the course objectives. Therefore, the researcher deducted from the content achievements of the course and constructed a developmental model for digital art curricula, the guidelines of which are the following. 1. Course objectives should be based on course standards published by the Ministry of Education. 2. The organization of the course should take into consideration the expanse and depth of the content and include cognitive, affective, skillful, appreciative, and creative activities. 3. The selection of teaching material should take into consideration the prestige and representativeness of artists to evaluate the expression, aesthetic form, and cultural content of their works. 4. Collaborative learning can enhance teacher-student interaction and train students in analytical and communicative skills. 5. Evaluation methods should be multifaceted, including formative and summative evaluations. Lastly, the researcher offered suggestions in terms of 1) curriculum design, 2) teaching strategy, 3) the coordination of teaching and administration, and 4) further research for the reference of future educators and researchers.