| Summary: | 碩士 === 國立新竹師範學院 === 美勞教學碩士班 === 91 === The research subject is based on the “Calligraphy Style Appreciation Teaching”. Through discussion of related theory, with respect to western art appreciation teaching method, and the beauty of Chinese calligraphy, we design calligraphy style appreciation teaching activities for elementary school students. This research puts emphasis on experimental fifth-grade elementary school students in order to understand how the “Western Art Integration Appreciation” influences for these students.
This research chooses two classes of The Ming Chi Elementary School fifth-grade students, totally 64 students (36 boys and 28 girls). An experimental class uses random distribution method to divide into an experimental group and a control group. Experimental group applies the “Art integration Appreciation Teaching Method” and control group applies the “Traditional Lecturing Teaching Method”. These two groups spend seven weeks, eighty minutes per week on the calligraphy style appreciation teaching activities and traditional lecturing teaching activities. Every student took the “Calligraphy Style Appreciation Ability Test” and the “Calligraphy Style Visual Perception Ability Test” pre-test. After the experiment has been managed, they took the “Calligraphy Style Appreciation Ability Test” and the” Calligraphy Style Visual Sense Ability Test” post-test.
This experiment uses nonequivalent control group design. The “Art Integration Appreciation Teaching Method” and “Traditional Lecturing Teaching Method” are independent variables and “Calligraphy Style Appreciation Ability” and “Calligraphy Style Visual Perception Ability” are variables. After the experiment, we combine the “Raven IQ Test” scores with the “Calligraphy Style Appreciation Ability Test” pre-test scores as covariate to process multivariate analysis of covariance toward the “Calligraphy Style Appreciation Ability”. Using the result to identify how the “Art Integration Appreciation Teaching Method” influences the “Calligraphy Style Appreciation Ability” learning performance. Besides, we set gender as independent variable and the “Calligraphy Style Appreciation Ability” as dependent variable, each group times gender two-factor analysis of covariance to identify the influence of male and female to the “Calligraphy Style Appreciation Ability” learning performance. Finally, we analyzed the “Calligraphy Style Appreciation Ability” and the “Calligraphy Style Visual Perception Ability” and identified the related degree.
The following shows the main discoveries under this experiment：
1.The “Art Integration Appreciation Teaching Method” obviously influences the effectiveness of the calligraphy basic cognition for the fifth grade elementary school students.
2.The “Art Integration Appreciation Teaching Method” obviously influences the effectiveness of the “Calligraphy Style Distinction Ability” for the fifth grade elementary school students.
3.The “Art Integration Appreciation Teaching Method” obviously influences the effectiveness of “Calligraphy Style Appreciation Ability” for the fifth grade elementary school students.
4.The gender difference influences effectiveness of the “Calligraphy Style Appreciation Ability”
5.The “Calligraphy Style Appreciation Ability” and “Calligraphy Style Visual Perception Ability” is obviously related.
This research provides the experimental teaching effect and restrictions and gives suggestion for the “Calligraphy Style Appreciation Ability Teaching” and further research in the elementary school.
Key words：art integration appreciation teaching method，calligraphy style，calligraphy style appreciation ability， calligraphy style appreciation teaching.
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