社區取向藝術統整課程教學之行動研究——以天母社區為例

Abstract

摘 要 本研究從「當代藝術教育內涵」、「台灣藝術教育改革思潮與方向」、「社區取向與藝術教育的關係」及「藝術教育統整課程的設計」等相關理論之探討與分析，建構出學校本位藝術統整課程之理論基礎，並將其應用於天母社區藝術統整課程之設計與實施，以引導學生探究社區的環境脈絡與人文特色、理解社區的文化、加強學生對社區的參與，進而能重視與發展社區的文化資源。 本研究採用行動研究法進行統整教學研究，輔以文獻分析法探討其理 論基礎，並以天母社區藝術統整課程的設計與實施，紀錄下所有教學的過程，及各項教學成果，再以內容分析法進行成效分析與探討。 本研究從相關藝術教育理論的探討，所發展出社區取向的藝術統整課程設計目的為： 一、從當代藝術教育思潮及九年一貫統整課程內涵的發展與變動中，探究 國民小學階段，社區取向的藝術統整課程所可能扮演之角色與意義。 二、檢視社區取向所發展出的藝術統整課程架構與進行模式，將其轉化為 具有「學校本位」內涵之藝術統整課程。 三、藉由社區取向藝術統整教學的設計與執行，探討教師、學生及教學內 容的互動關係及影響因素，以作為國民小學階段藝術統整課程發展與建構的實務參考。

根據上述之研究目的，本研究之結論與建議為： 一、社區取向藝術統整課程有助於學生從藝術學習中提昇對社區環境、文 化的關注與認同。 二、藝術統整課程應呈現當代藝術表現多元的趨向，跳脫媒材取向與作品 主義的迷思。 三、藝術統整課程的設計與教學應跳脫為「統整而統整」的迷思。 四、教育學術理論應與教學實務密切結合，研發課程教學方案，而教師需 能運用行動方案以提昇教學效能。

Abstract This research aims to construct a theory for integrated arts curriculum through analysis and exploration of relevant literatures review such as Issues of Contemporary Art Education, The Current Thoughts and Directions of Art Education Reform in Taiwan, The Relationship between Community and Art Education, and The Designs of Integrated Art Education. The theory that developed was used in the design and implementation of the Tian-mu Community-Based Integrated Art Curriculum, which was developed to guide students in the exploration of the environment and characteristics of the place they live in, as well as the understanding of the culture of their community. Its aim is also to reinforce the students’ participation in their community, in the expectation of bringing the students to value and develop the cultural resources of their community. This study adopts the Action Research Method to integrate the teaching research, which is further supplemented by the Literature Review Method to explore the rational of the theory. The design of the research project is based on the Tian-mu Community as implemented through its integrated art curriculum. The whole teaching process was recorded and the results were analyzed and explored through the Content Analysis Method. This research starts from the exploration of art-related educational theories. The objectives in developing a community-based integrated art curriculum are as follows I. To explore the possible role and meaning of community-based integrated art curriculum in primary education through the exploration of the Issues of Contemporary Art Education and the contents of the Integrated Nine-Year Curriculum. II. To evaluate the structure and implementation model of community-based integrated art curriculum and transform it into a school-based integrated art educational program. III. To explore the interactive and mutually influencing relationships among the teachers, students, and instructional materials through the design and implementation of the community-based integrated art curriculum; the results will serve as a reference for the development and structuring of an integrated primary art curriculum. Based on the above objectives, this research made the following conclusions and suggestions: I. A community-based integrated art curriculum is helpful to students in developing their self identify and a sense of caring for the environment and the culture of their community. II. Replacing misconceptions produced by medium and consumerism, the integrated curriculum should present the diversity of contemporary arts. III. The design and teaching of the integrated art curriculum should depart from the myth of “integrating for the purpose of integration.” IV. Teaching theories should be closely linked to actual teaching and program planning; teachers should be able to utilize action research to improve the effectiveness of teaching