| Summary: | 碩士 === 臺中師範學院 === 國民教育研究所 === 90 === The Research of the Parents and Teachers’ Opinions and
Suggestions toward Art-gifted Education
Yi-jie Lee
ABSTRACT
The purpose of this study was to understand the opinion and suggestion at elementary art-gifted education from teachers and parents. Sampled survey was the major method, and assisted with semi-structured interviews. This study summarized the opinions, requirements, and variance between expectation and current status from teachers and parents of elementary art-gifted education, so as to realize the true expectation of parents and teachers. The Classified Random Survey was used, parents and teachers of fourth and the sixth grades had been sampled from elementary schools in mid-Taiwan. As many as 260 parents and 52 teachers were included in this survey, while 5 teachers and 5 parents were interviewed. The title was defined to be “The survey of elementary art-gifted education” .The data was analyzed using distribution, percentage, average, variance, t-test, one-way ANOVA, and Scheff´e method. Besides, the result of interview was typed and interpreted carefully.
Based on the above approaches, conclusions of the study were as follows:
1.Generally speaking, parents and teachers of elementary art-gifted students accepted but not satisfied with current status. A significant difference on satisfactions between parents and teachers was found.
2.Parents with different background accepted but not satisfied with current status. Their children had significant difference between their gender and grades.
3.Parents with different background accepted but not satisfy with current status. Significant difference between teacher’s age and education back- ground was found.
4.Generally speaking, teachers and parents admitted the need of art-gifted education in elementary school and held a high expectation. Significant difference on the matrix and teachings quality/reeducation was found.
5.Parents with different background held positive attitude toward art-gifted education, and had a very high standard requirement. Significant difference on different grade, and socioeconomic status, culture attendances was found.
6.Teachers with different background held positive attitude toward art-gifted education, and had a very high standard requirement. Significant difference on teacher’s age, education level and education background was found.
7.Generally speaking, parents and teachers’ point of view toward the need and the current art-gifted education was different, and the requirement was higher than that of current. Significant difference on the matrix of “opinion toward art-gifted education.” education objectives, curriculums/textbooks, reeducation, and future development was found.
8.In education objectives, both parents and teachers were not satisfied with “forming of healthy personality.”
9.In entrance exams/identifications, parents and teachers held different attitude toward the situation of “exam by audition”, “taking the result of IQ-tests” and “identify of talent student”. Parents are satisfied while teachers are not.
10.In curriculums/textbook, both parents and teachers were not satisfied with “art-examining ”and “uses internet to collect information”, but when it came to the requirement of “improving drawing skill”, parents had a higher requirement then those of teachers.
11.In teaching/reeducation, parents’ requirements were “teachers should know differences of art-talent individually” and, “friendly interactive between teachers and parents” while the teachers’ requirements were “team of art teachers can have friendly interactive and communication” and, “reeducation in work can be smoother and easily.”
12.In entrance exam/future development, both parents and teachers were not satisfied with, ”tracking graduated students from art-talent class.” Parents had higher stander requirements toward “setting up junior, senior high school art class in local school area” and “helping students to plan learning of art.” while teachers had different point of view toward “encourage students to go on art-talent junior students.”
13.Parents and teachers were both satisfied with “education objective”, ” curriculums/textbooks” and “entrance exam”; they also thought that “college entrance exam/future development” should be improved.
14.Generally speaking, parents and teachers have significant difference expectation on “entrance exam”, ” curriculums/textbooks.
15.In entrance exam, parent’s expected to add, “other art associated exam” and “remain 30 students in one class” mostly, “increased to 31-35 students in one class” secondary. Teachers wanted to add “emotional evaluation that fit local environment” in the exam. “reduced to 20-24 students in one class” was mostly wanted, “reduced to 25-30 students in one class” in secondary.
16.In curriculums/textbooks parents expectations pointed to skill levels such as “improve drawing curriculums”, and “focus on student’s drawing skills.” While teachers wanted “to edit proper curriculums outline in time.” mostly, “theme curriculums” and “visit artist” secondary.
Keword：art-gifted education, the parents of the art-gifted class, the teachers of the art-gifted class, situation, need
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