品德教育融入國中視覺藝術教學之行動研究

Abstract

本研究以「品德教育」為主題融入課程，並依據美國波士頓大學教育學家Kevin Ryan研究品德教育教學方法歸納的教學模式「6E教學方法」運用於教學課程及活動中，引導學生認知與體會。以「動畫」為本次視覺藝術教學主題，藉由課程的設計使學生思辨影像媒體傳遞的訊息，了解動畫產業的詳細分工，並以動畫原理進行短片製作，在分組討論劇本時內化品德價值內涵及演出同時體會分工互助的合作精神，規畫並重視覺藝術與品德教育內涵的課程內容。 本研究對象為桃園縣○○國民中學九年級學生，以教學行動研究來實踐，經由課程研發、試探教學、專家檢核與修正後之前後測與正式課程實施，並以質化、量化資料分析統計，獲得以下研究成果： 一、依據文獻探討並透過試探性教學、專家效度檢核修正後研發出以「動畫」為視覺藝術教學題材，同時運用品德6E教學方法將「品德教育」融入視覺藝術課程。 二、「大導演是國中生」課程能讓學生以動畫的製作原理與過程，在創作的過程中體驗了解品德教育與正向價值的意涵，潛移默化中達成課程目標。 三、「大導演是國中生」課程能夠提升學生覺知並感受生活中的「品德教育」。 最後依據研究觀察與省思提出實施課程相關建議，以作為相關學者、教師研究及實施的參考。“Character education” is the major aim of this study. The researcher try to arouse the cognition and feelings of the students by using "the six E’s of character education" which was inducted by Kevin Ryan, the educationist of Boston University in America. Through the teaching design of visual arts focusing on the subject of animation, the students deliberate on the messages of mass media conveyed, and the principle of animation to devise a film. The value of ideological moral and the spirit of cooperation during the group discussion and performance can be also revealed the most essential content of the character and visual art education. This study aims to practice the research programs by developing and exploring the teaching programs for the 9th grade students in ○○ junior high school at Taoyuan County. Through analyzing both the qualitative and quantitative data of checklists and pre-post tests, this study purposes its conclusions as the followings. First, the teaching design of visual arts on the subject of animation has been developed and proved by documental references, those experimental teaching and validity adjusting as well as "the six E’s of character education" during the teaching programs and activities. Second, the "Juvenile Director" course achieves the goal of the moral education, the value of ideological moral and the spirit of cooperation during the sectoral specialization, the principle of animation to devise a film involved in the character and visual art education. Third, the "Juvenile Director" course is able to arise the cognition and feeling from students involved in the “character education.” Finally, the significant of suggestions and comments derived from this study could be as references of associated researchers and educators.