| 摘要: | 九年一貫課程在台灣開跑以來，各學科的教學重點均著重在統整性、互融式的課程設計觀念，其中與傳統科目改變最多的是「藝術與人文領域」這一門科目，除強調培養學生探索與創作、審美與思辯、文化與理解的基本能力外，更逐漸發展成科技整合的學科特質，其包含的價值更涵蓋藝術、文化、環境與生活，如何應用社區文化資源使國小學童將藝術與人文課程與生活經驗相結合，將是藝文教師非常重要的課題。 觀看目前台灣的教育改革的現況，在藝術學習與藝術發展上啟發了兒童對藝術學習更深刻的體驗與瞭解，藝術的專業學習已非藝術教育的唯一重點。研究者認為在執行環境藝術時要注意的是對環境的地域性、時代性、相容性、適宜性的考量。我們應該致力於將藝術教育實踐與應用於生活，把藝術裝飾、美化的層次，提升到從題材、素材、鑑賞、實踐及藝術與環境關係，全面性的「生活化」藝術教育。 本研究以文獻探討分析法蒐集相關文獻，並進行社區文化資源裡有關嘉義鐵道藝術村資料的探索與分析後，配合國民小學課程設計的原則研擬課程設計架構，發展教學策略、設計教材、教具以及評量工具做為課程設計之依據，接著進行課程的研發、實施以及評估。為滿足學生的需求及配合本研究的便利性，選定嘉義鐵道藝術村做為合作的夥伴，把環境空間、環境議題與人文的思考融入藝術課程中，規劃出以學校特色課程為取向，符合嘉義鐵道藝術村環境藝術教育統整內涵之課程設計，以提供國小教師參考運用。 本研究目的在建構社區文化資源融入於「藝術與人文」教育的課程。透過教學實驗研究，呈現本研究之結論：一、社區文化資源使藝術教育有更完整的發展。二、九年一貫「藝術與人文」領域課程目標、內涵是社區取向藝術教育的參考依據。三、應用社區文化資源之環境體驗教育可以提升國小高年級學童的美感經驗。四、嘉義鐵道藝術村適合實施「教師主導」的社區文化資源藝術教育課程。根據研究結果以及結論對對相關單位提出建議，期能提供教學者、學校單位、教育主管機關、嘉義鐵道藝術村以及未來的相關研究做參考。
Nine-year curriculum has been executed in Taiwan for years. The focus of teaching mainly centers on the integration of different courses. Of all the subjects, Art and Humanity is the one that has changed a lot. Besides emphasizing students' basic abilities on exploration and creation, esthetic and thoughts, as well as culture and understanding, this subject focuses more on the characteristics of gradual technical development. It contains the value of art, culture, environment and the life, as well as the application and integration of how elementary school children using the community culture resources to combine their art and the humanities curriculum with life experiences. In addition, it will be an important part for the art instructors nowadays. Observing Taiwan's current educational reformation, young children are inspired by artistic learning and artistic development. Thus, they have more profound experiences and understanding of art. However, professional artistic learning is not merely one of the dominant instructions on artistic education. The researcher thought that in carrying out the environmental art, four elements needed to be considered carefully. They are localization, contemporaneity, compatibility, and appropriateness, We should devote ourselves to apply the artistic education on daily life, and to enhance the level of art decoration and beautification into the inter-relation with theme, material, appreciation, practicing, as well as art and environment, and then to adapt the life on all perspectives as an art education. In this study, the researcher collected and analyzed relevant literature. In addition, the analysis of cultural resources which related to the Art Site of Chiayi Railway Warehouse was also conducted. Then, based on the curriculum guidelines for elementary school students, the framework of the present curriculum was drafted. Moreover, suitable teaching strategy, teaching materials, teaching aids, and the tool for assessment were also developed. Finally, the curriculum was designed, implemented, and evaluated. In order to meet students' needs and the convenience for this study, the Art Site of Chiayi Railway Warehouse was chosen in this study. In addition, the environmental space, the environmental issues and the humanity thinking are integrated into the artistic curriculum. It is hoped that the designs of the environmental art education for the Art Site of Chiayi Railway Warehouse and the school-oriented curriculum could be used as references for elementary school teachers. The purposes of this research integrate the construction of community culture resources into the curriculum of “art and the humanities”. The results are presented as the followings:1. the community culture resources enable the art education to a more complete development.2. the goals of the nine-year curriculum are the references for the art and humanity field. 3. applying the experiential education of community culture resources is a better way to enhance those higher-grades elementary students’ esthetic experiences.4. the Art Site of Chiayi Railway Warehouse is an appropriate place to execute the teacher-oriented art education curriculum. Based on the research results, this study offers some suggestions for instructors, school administrators, educational authorities, and for future studies. |
