| Summary: | 碩士 === 國立花蓮師範學院 === 視覺藝術教育研究所 === 91 === Curriculum standard and the Grade 1-9 Coherent Curriculum Framework are the top principles for teachers of middle and elementary schools while they make curriculum, choose teaching materials and teach. On the other hand, the teaching belief, curriculum arrangement, and teaching methods adopted by the teachers are crucial to the practice of Curriculum standard and the Grade 1-9 Coherent Curriculum Framework. This research, taking two teachers, who have engaged in visual arts education for a long time in Hualien, as case studies, is to explore the adjustment the teachers made while they faced the changing of Curriculum standard and the Grade 1-9 Coherent Curriculum Framework.
The conclusions are:
1. From 1962 to 2000, five revisions of the curriculum standard and framework of elementary school visual arts education were conducted. The 1993 revision is significant because it shows that the essentials of visual arts teaching have changed from skill-oriented to the emphasis on promoting humane cultivation and on exploring cultural meanings.
2. The popularity of information technology and speech freedom comes after the lifting of Martial Laws, which lessens, as time goes by, the impact of curriculum standard and framework on the teachers that are studied.
3. The curriculum standard and framework are important references while the teachers arrange the content of visual arts curriculum.
4. The teachers reach the curriculum goals through formal curriculum and hidden curriculum.
5. The changing of the framework of visual arts curriculum in elementary school has the most impact on the teachers’ teaching belief, curriculum making, and teaching methods.
6. Teaching methods change as curriculum standard and framework change. One of the teachers, in order to reach the curriculum goals of 1975 revision, put into practice group discussion, guided imagery exercise, redefinition, synthesis, creative life-painting, life experiencing, and teaching through games. The other teacher put more emphasis on multi-strategy, integrated four-dimensional arts, integrated three-dimensional arts, and literature and imagery guiding to reach the goal of art and humanist field of study. This shows how the integrated curriculum influences teaching methods.
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