中國大陸小學藝術本位跨領域課程與教學之協同行動研究：以「紹興鑑水」為例

Abstract

本研究基於人類世時代、跨領域課程浪潮、以及藝術教育新轉向背景下，旨在發展一個適用於中國大陸小學的藝術本位跨領域課程方案，引發學生思考個人與水資源之關係，激發學生關懷環境之意識與行動，同時為一線教師提供相關課程之經驗。採取協同行動研究，選取中國大陸浙江省紹興市Y小學五年級（四）班32名學生為研究對象，協同美術、語文、科學三個領域教師，以「紹興鑑水」為主題，發展與實施藝術本位跨領域課程，實踐聯合國永續發展學習目標6:潔淨水資源（SDG6）。透過觀察、訪談等方法，蒐集課堂觀察記錄、訪談記錄、學生學習單、學生作品、評量表、前後測問卷、教師教學省思、研究札記等資料，並進行整理、解釋與分析，從課程發展模式、教學歷程與特色、學生學習成效、教師專業成長與挑戰等方面展開探究與討論，並撰寫研究結果與討論，提出研究建議。研究主要結論：一、「紹興鑑水」課程方案，融入SDG6，參考台灣跨領域美感課程，結合中國大陸2022版課標，發展出藝術本位跨領域課程模式，具有可行性。二、「紹興鑑水」跨領域課程之教學特色為，採取「3P教學策略」與「評量即是學習」，提升了教師教學與學生學習之成效；三、「紹興鑑水」跨領域課程激活了學生之學習力，提升了學生之文化理解、審美感知、藝術表現、創意實踐等美術核心素養，以及批判性思考、跨領域能力、問題解決能力等；學生關心、保護水資源之知識、情意、行動，隨著課程之推進逐漸增長。四、藝術本位跨領域課程發展與實施促进協同教师之專業成長，三位協同教師之跨領域課程意識與教學信念不斷增強，學生觀發生轉變，重新認知學生的學習風格與需求。研究建議：一、課程層面，從本土連結國際，繼續推動藝術本位跨領域課程實踐SDGs。二、教師層面，教育部門加強跨領域課程培訓，學校行政與家長需積極支持藝術本位跨領域課程開展；教師需提升跨領域教學素養以及行動研究的能力。三、未來研究，擴大研究對象教育階段與參與人數，採用質性與量化混合之方式，探討藝術本位課程之成效；亦可深入探討藝術本位跨領域課程之評量。

Based on the Anthropocene, in the wave of cross-disciplinary curriculum, and at the new turn of art education, this study aims to develop an arts-based cross-disciplinary curriculum project for primary schools in mainland China, arouse students' thinking about the relationship between individuals and water resources, stimulate their awareness of caring for the environment, promote further actions and provide relevant curriculum and teaching experience for front-line teachers. In this paper, a collaborative action study was carried out. Thirty-two students in class 4, grade 5 from Y Primary School in Shaoxing City, Zhejiang Province, mainland China were taken as the research objects, and the researchers worked collaboratively with teachers in the three fields of art, language and science to develop and implement an arts-based cross-disciplinary curriculum with the theme of Shaoxing Jianhu Water, so as to implement the United Nations’ Sustainable Development Learning Goal 6 (SDG6): Clean Water and Sanitation. Through observation, interviews among others, the class observation records, interview records, student worksheets, students’ works, assessment scales, pre-test and post-test questionnaires, teachers' reflections, research notes and other materials were collected, sorted out, explained, and analyzed. Relevant research and discussions were conducted from the aspects of curriculum development mode, teaching process and characteristics, student learning effectiveness, teachers' professional growth and challenges, etc. At last, research results and discussions were written, and research suggestions were put forward. The main conclusions of the study are as follows: First, the Shaoxing Jianhu Water curriculum plan, integrated into SDG6, in reference to Taiwan's cross-disciplinary aesthetic curriculum, combined with the 2022 version of mainland China's curriculum standards, develops a feasible arts-based cross-disciplinary curriculum model. 2. The teaching characteristics of the cross-disciplinary curriculum of Shaoxing Jianhu Water are that the 3P Teaching Strategy and Assessment is Learning are adopted to improve the effectiveness of teaching and learning; 3. The cross-disciplinary curriculum of Shaoxing Jianhu Water stimulates students' learning ability, improves their cultural understanding, aesthetic perception, artistic expression, practical creativity and other artistic-related key competences, as well as critical thinking, interdisciplinary ability and problem-solving ability. Students' knowledge, willingness and action about caring for and protecting water resources gradually increase with the advancement of the curriculum. Fourth, the development and implementation of arts-based cross-disciplinary curriculum promotes the professional growth of co-teachers. The cross-disciplinary curriculum awareness and teaching beliefs of the three co-teachers have been continuously enhanced, and their views about students have changed, with the characteristics and needs of each child being re-discovered.Research suggestions: first, at the curriculum level, we should continue to promote the practice of SGDs in arts-based cross-disciplinary curricula from the local to the international. Second, at the teachers’ level, the education department needs to strengthen the training of cross-disciplinary curriculum and teaching. School administrators and parents need to actively support the reform of arts-based cross-disciplinary curriculum, and teachers need to improve their cross-disciplinary teaching competence and action research capabilities. 3. For research in further, the educational stage and number of participants of the research object should be expanded. A mixture of qualitative and quantitative methods can be adopted to explore the effectiveness of arts-based courses, and in-depth assessments of arts-based cross-disciplinary curricula can also be explored.