高中美術資優班術科教師因應108課綱專長領域教學的轉變與歷程

Abstract

本研究的主要目的，在於探究高中美術班的術科教師，如何因應108課綱《藝術才能資賦優異專長領域課程綱要》所帶來的教學改變與歷程。因此，本研究先瞭解術科教師對於課綱的熟悉程度，並探討術科教師在教學策略與內容的轉變，以及在實施上遇到了哪些困境，最後給予未來術科教師在課綱實施上的一些建議與參考。研究者以質性研究立意取樣，選擇五位高中術科教師為研究對象。資料蒐集以深度訪談為主，輔以相關文件進行分析，並將研究資料與相關文獻進行探討與歸納，得到結論如下:一、課綱實施前術科教師對藝才資優課綱的認知程度，會因教師身份是否為課綱委員，以及任教學校是否為新課綱前導學校而有所差異。二、對術科教師來說，藝才資優課綱的實施鞏固了美術班的專業術科課程。三、術科教師們依課綱來規劃學生三年的「課程地圖」，讓課程間更具系統化，且課程跳脫以往偏技術層面課程並趨向多元。四、術科教師透過跨領域課程、引導式教學以及分組教學來進行術科課程之實施。五、藝才資優課綱的實施，增加了術科教師之間的教學討論與共備。六、學校給予美術班的教學資源不足，會侷限術科教師在課程設計以及實施上的多樣性。七、高中美術班術科教師應打破教學慣性，並提升教師間的凝聚力。依上述結論，予以建議如下: 一、藝才資優課綱雖然對於專業術科課程方面，課程趨向多元，且學分數穩定。但在學科以及其他藝能科領域的學分數分配，是需要再去做思考的。 二、有設立美術班的學校，在行政端必須重視十二年國民基本教育之理念與目標，並瞭解藝才資優課綱的課程目標與內容，積極爭取更多資源，成為教師們堅強的後盾。 三、術科教師應打破教學慣性且不斷自我增能，並多與其他教師進行共同備課，透過教師之間的共備與討論，讓美術班的術科課程能更加多元且系統化。 四、未來亦可針對學生以及家長的觀點，來探討學生以及家長對於藝才資優課綱實施之後的體認與想法，為未來高中美術班術科教師在教學上之參考，並且讓美術資優教育受到更多的關注。The main purpose of this study is to investigate how the teachers of art practice in the art classes of senior high schools respond to the changes and processes of teaching introduced by the Curriculum Guidelines for Arts Talented Education in the 108 Curriculum Guidelines. Hence, this paper shall probe into the level of the teachers of art practice’s familiarity with the Curriculum Guidelines, followed by investigation on the curriculum changes and teaching strategies employed in the process by the teachers included as subjects and the obstacles encountered in the implementation. Finally, recommendations and directions for future development regarding the curriculum guidelines implementation are presented for the reference of teachers of art practice.On the basis of the aforementioned research purpose, the researcher employed qualitative research and purposive sampling, selecting five teachers of art practice in senior high schools as the subjects in the study. The data were collection via in-depth interview, augmented with analysis of relevant documentation, followed by investigation and compilation of the research materials and relevant literature. The conclusions were arrived as follows:1.The understanding of Arts Talented Curriculum Guidelines prior to implementation of the Curriculum Guidelines varied from one teacher of art practice to another because of whether the teacher had been a curriculum guidelines committee member or because the school he/she served had been a pilot school for the new Curriculum Guidelines.2.As far as the teachers of art practice were concerned, the implementation of the Arts Talented Education Curriculum Guidelines strengthened the courses of professional art practice in art classes.3.The teachers of art practice planned the 3-year “curriculum roadmap” for students in accordance with the Curriculum Guidelines to make courses more systematic, shifting from the previous focus on technicality toward diversity.4.The teachers of art practice conducted the practice courses via interdisciplinary curriculum, guided teaching, and group teaching.5.The implementation of the Arts Talented Education Curriculum Guidelines improved the teaching discussion and collaborative lesson preparation among the teachers of art practice.6.A lack of teaching resources for art classes from schools limited the diversity of curriculum design and implementation by the teachers of art practice.7.The teachers of art practice in the art classes of senior high schools should break free from the inertia in teaching and boost the cohesiveness among teachers.On the ground of the conclusions arrived, the recommendations are as follows: 1.Although the Arts Talented Curriculum Guidelines facilitated the diversified development of curriculums with regard to professional courses of art practice and offer fixed credits, the allocation of credits for the academic subjects and other domains of arts requires further consideration. 2.For schools with art classes available, the school administration is to emphasize the philosophy and goals of the 12-YearBasic Education and recognize the curriculum goals and contents of the Curriculum Guidelines for Arts Talented Education, proactively securing more resources for and serve as the sturdy support to teachers.3.The teachers of art practice shall break free from their inertia in teaching and empower themselves constantly and engage collaborative lesson preparation with other teachers more so as to bring about systematic practice courses with a richer diversity for art classes through collaborative lesson preparation and discussions among teachers.4.Moving forward, the perspectives of students and parents may be taken into account to probe into their understanding and thoughts regarding the implementation of the Arts Talented Curriculum Guidelines for the future reference in the teaching of the teachers of art practice in the art classes of senior high schools and turning the spotlight on arts talented education.