Facebook學習社群融入視覺藝術教學之研究: 以臺北市立龍門國民中學為例
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2013
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本研究旨在探討以Facebook社團建置視覺藝術學習社群於國中視覺藝術教學的可行性，並藉此了解學生在教學活動中學習成效及感受為何。本研究採行動研究的方式，以國中九年級兩個班級學生65人為研究對象，設計適合於Facebook發展的視覺藝術課程、並擬定帶領策略，以作為設立Facebook視覺藝術學習社群之基礎。
研究資料蒐集兼顧量化與質性方法，量化研究工具包含：學生視覺藝術學習動機前後測問卷、學生知識分享行為調查前後測問卷、學生視覺藝術社群學習成效問卷、學生視覺藝術學習社群滿意度調查問卷。質性資料包括學生在Facebook視覺藝術學習社群中的作品呈現、頁面討論分析，另以訪談、教室觀察等資料，來瞭解學生對於facebook視覺藝術學習社群融入視覺藝術教學的看法。其研究結果顯示如下：
1.Facebook社團能提供多項學習功能以建置視覺藝術學習社群。
2.課程設計與帶領策略是經營Facebook視覺藝術學習社群重要的關鍵。
3.Facebook視覺藝術學習社群融入教學能有良好的學習反應。
4.肯定Facebook視覺藝術學習社群具有對視覺藝術教學之意義與價值。
This paper discussed the feasibility of incorporating visual arts learning communities into visual arts pedagogy in junior high school using Facebook groups and sought to understand students’ learning effectiveness and their feedbacks and responses under such activities. Utilizing action research and using two 9th grade classes, sixty-five students, as research subjects, this research designed a visual arts curriculum applicable to Facebook and formulated a leading strategy that will form the foundations of Facebook visual arts learning groups. Research data gatherings encompassed both quantitative and qualitative methods. Quantitative research tools included students’ visual arts learning motivations pretest-posttest surveys, students’ visual art learning communities effectiveness surveys, and students’ visual arts learning communities satisfaction surveys. Qualitative data included the presentations of students’ artworks on Facebook learning groups and analysis of page discussions, assisted with personal interviews and classroom observations, seeking to comprehend students’ opinions and viewpoints regarding the incorporation of Facebook visual arts learning groups into visual arts pedagogy. The results were as follows: 1.Facebook groups can provide various learning functions in constructing visual arts learning communities 2.Curriculum design and leading strategy are important keys to managing Facebook visual arts learning communities. 3.Incorporating Facebook visual art learning communities into teaching generates positive learning feedbacks and responses 4.Affirm the significance and values of Facebook visual arts learning groups to visual arts pedagogy.
This paper discussed the feasibility of incorporating visual arts learning communities into visual arts pedagogy in junior high school using Facebook groups and sought to understand students’ learning effectiveness and their feedbacks and responses under such activities. Utilizing action research and using two 9th grade classes, sixty-five students, as research subjects, this research designed a visual arts curriculum applicable to Facebook and formulated a leading strategy that will form the foundations of Facebook visual arts learning groups. Research data gatherings encompassed both quantitative and qualitative methods. Quantitative research tools included students’ visual arts learning motivations pretest-posttest surveys, students’ visual art learning communities effectiveness surveys, and students’ visual arts learning communities satisfaction surveys. Qualitative data included the presentations of students’ artworks on Facebook learning groups and analysis of page discussions, assisted with personal interviews and classroom observations, seeking to comprehend students’ opinions and viewpoints regarding the incorporation of Facebook visual arts learning groups into visual arts pedagogy. The results were as follows: 1.Facebook groups can provide various learning functions in constructing visual arts learning communities 2.Curriculum design and leading strategy are important keys to managing Facebook visual arts learning communities. 3.Incorporating Facebook visual art learning communities into teaching generates positive learning feedbacks and responses 4.Affirm the significance and values of Facebook visual arts learning groups to visual arts pedagogy.
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Facebook, 國中視覺藝術教學, 學習社群, Facebook, Junior High School Visual Art Pedagogy, Learning Community Group