遊戲理論融入美術鑑賞課程設計之行動研究

Abstract

如何寓教於樂，提升學生對於美術科的學習動機與成效為本研究之主要探討的課題。因此，本研究之目的，即在於探究遊戲理論之內涵，探討遊戲理論融入美術鑑賞教育課程的設計理念與模式，進而發展以遊戲理論融入美術鑑賞課程﹣「藝產大亨遊戲」，師生經由共同建構具遊戲特質的課程內容進行互動學習，並從遊戲過程與結果，分析相關的學習成效。本研究採用行動研究法，研究對象為台北市中山女中二年級四十位學生，設計為期八週八節課的美術鑑賞課程，教學方案經過專家檢核並進行修正後正式實施。研究者自編「美術科學習經驗問卷」為研究工具，於課程前進行前測，瞭解學生先備知識與學習動機，課程結束後實施後測，比對前後施測結果，瞭解學習動機的轉變與教學成效，同時，在課程中搜集研究資料如研究者教室日誌、合作教師觀察記錄、學習單、課後回饋單、訪談稿，進行資料整理、比對、分析，瞭解學生的學習成效。進而針對課程設計、教學進行反思，做遊戲理論融入美術鑑賞課程設計的評估與修正。 本研究所獲致結論如下：

一、以「遊戲理論」融入高中美術鑑賞課程的具體方法應配合學生身心發展，並以學科本位藝術教育策略進行以學生建構為主的益智型策略遊戲。

二、發展以遊戲融入藝術鑑賞之課程內容可以美感基礎、美術史、美術創作、鑑賞方法等面向安排學習內容與活動，並能以學生自身經驗為基礎。

三、實施遊戲融入美術鑑賞課程能提升學生的學習動機、主動建構知識與陶冶情意，增強學習與創作成就感，尤其在美術史的學習效果顯著。 最後根據研究結果針對遊戲融入美術鑑賞課程的方法、遊戲融入課程操作層面、以及未來相關研究提出建議。The arts course in a general senior high school is not the major subject the major subject for the entrance examination to apply to a college. But Arts is an essential knowledge for teenagers to enrich their lifetime and grow with a positive and optimistic mind. To explore how to help our students to learn in an interesting way, to improve their motivation of learning and to create a progress in arts is the main purpose of this study. The destination of the study is to find the connotation of the game theory. Also, to explore the mode of designing the course of art appreciation integrating into the game theory. Furthermore, to develop an art appreciation curriculum planning integrates into the game theory-to build the game named “Art Monopoly.” Students build the game content with teacher through the arts course. After the teaching program was finished, we can know the effects of curriculum planning through the students’ feedback. This study adept the method of action research. The objects in this study are forty senior high school students in the second grade of Taipei Municipal Zhongshan Girls High School. After designed and refined the program, the researcher held a formal teaching of the curriculum named “The Creation of Art Monopoly” in 8 weeks, 8 classes. The researcher developed a questionnaire to test students’ motivation and the ability in art. After evaluating and revising by experts, the researcher put the questionnaire into practice before the formal course start. Therefore, we can realize our student’s prior knowledge and learning motivation. After the whole curriculum was finished, the researcher tested the students with the same questionnaire in order to compare with the former one. In this way, we can get the information of what students learned. At the same time, the researcher collected data including records of classroom observation, students’ interviews, students’ feedback sheets, student’s final works, and also the observation journals and interviews from cooperative teacher. By applying qualitative research to compare and analysis these data, the author can get students’ learning situations and teaching effects to assess and refine the art appreciation curriculum integrates into the game theory. According to this study, the conclusions are drawn below: 1.The designing method of art appreciation curriculum integrates into the game theory for senior high students needs to match up to the students’ physical and intellectual development and uses DBAE tactics to create a students constructing based on intelligent strategy game.

2. The content of the art appreciation curriculum integrating into the game theory can be based on the principle of the esthetics form, art history, art working, and the method of art appreciation to arrange teaching activities. The activities also need to depend on students’ own experiences.

3. Carrying out the art appreciation curriculum integrating into the game theory can improve students’ learning motivation, the willing of active learning, and affective domain learning. It can also strengthen the self-fulfillment of art working. The especially obvious effect is for learning art history. Lastly, the researcher made some suggestions to the method of integrating game theory into art appreciation curriculum design , operation aspect of the game course, and relevant research.