翻轉教室應用在視覺藝術教學之行動研究――以「大家藝起來：美&醜的藝術對話」課程設計為例
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2016-09-??
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國立臺灣師範大學美術學系暨美術研究所
Department & Graduate Institute of Fine Arts, NTNU
Department & Graduate Institute of Fine Arts, NTNU
Abstract
本研究旨在瞭解翻轉教室應用在視覺藝術教學之實施情況，提出翻轉教室應用在視覺藝術教學之課程設計與教學方式建議，做為改善視覺藝術教育之參考。本研究採用行動研究方式進行，對象採取立意取樣方式，以臺中市南區國光國民小學六年一班學童29 人，其中男生16 人，女生13 人為研究對象。研究工具為自編之「大家藝起來：美&醜的藝術對話課程實施教師問卷調查」與「大家藝起來：美&醜的藝術對話課程實施學生問卷調查」，以及臺中市中小學校務評鑑—發展亮點學校之「學生學習與教師教學觀察表」、「投入行為觀察表」。研究結果顯示：一、翻轉課程設計—師生皆喜歡本課程以「美感」為主題的視覺藝術教學活動設計，採用廣義的翻轉概念—以學生為中心的教學設計，學思達的教學策略「大聯盟分組選秀法」、「海螺計分方式」在教學上受到師生的喜好。二、翻轉教學方式—以學生活動為主的課程設計及數位科技的教學方式在視覺藝術教學上受到師生較高的喜好。三、翻轉課程幫助—師生皆認為本課程對學童最大的幫助是增加藝術（美感）知能，增加思考與表達力，顯示翻轉課程設計能幫助學生提高視覺藝術學習意願，並提昇高層次的思考與說話溝通能力。
This research aims to investigate the real situation on applying flipped classroom to teaching visual art. It proposes a number of conclusions and suggestions on applying flipped classroom for the visual arts educators to design related courses in the future. This is an action research. The location of this research is Taichung City Kuo-Kuang Elementary School. The objects of this study are 29 students, including 16 boys and 13 girls, from the 1st class of 6th grade. Research tools include self-made surveys "Art for Everyone: the Conversation between Beauty and Ugliness" for teachers and students, "Learning and Teaching Observation Form", and "Engagement Observation Form".The results showed that: 1. The instructional design of flipped classroom – both teacher and students enjoyed the design of visual art course about the theme of "aestheticemotion". In the general flipped classroom concept, student-centered instructional design and strategies were praised by both the teacher and the students on teaching effectiveness. 2. The teaching of flipped classroom – a teaching method designed to maximize student activity and utilize digital technology, which was preferred by both the teacher and the students on visual art teaching. 3. The advantages of flipped classroom – the teacher and students thought that the great advantage of this course is the enhancement of artistic (aesthetic) sense, thinking skills and expressiveness. It showed that a flipped classroom design can effectively increase learning desire of students, improve high-level thinking and enhance ability of communication.
This research aims to investigate the real situation on applying flipped classroom to teaching visual art. It proposes a number of conclusions and suggestions on applying flipped classroom for the visual arts educators to design related courses in the future. This is an action research. The location of this research is Taichung City Kuo-Kuang Elementary School. The objects of this study are 29 students, including 16 boys and 13 girls, from the 1st class of 6th grade. Research tools include self-made surveys "Art for Everyone: the Conversation between Beauty and Ugliness" for teachers and students, "Learning and Teaching Observation Form", and "Engagement Observation Form".The results showed that: 1. The instructional design of flipped classroom – both teacher and students enjoyed the design of visual art course about the theme of "aestheticemotion". In the general flipped classroom concept, student-centered instructional design and strategies were praised by both the teacher and the students on teaching effectiveness. 2. The teaching of flipped classroom – a teaching method designed to maximize student activity and utilize digital technology, which was preferred by both the teacher and the students on visual art teaching. 3. The advantages of flipped classroom – the teacher and students thought that the great advantage of this course is the enhancement of artistic (aesthetic) sense, thinking skills and expressiveness. It showed that a flipped classroom design can effectively increase learning desire of students, improve high-level thinking and enhance ability of communication.