| Summary: | 碩士 === 國立屏東師範學院 === 視覺藝術教育研究所 === 91 === ABSTRACT
A Study of the “Arts and Humanity” Curriculum and Instruction
Using Community Resources on Elementary School Second-Graders
This research attempted to apply some of the community resources as the sources for instruction material. It is hoped that with the analysis, guidance, and introduction carried out by instruction, students possess better understanding of their community. In addition, the love towards the community can thus be cultivated.
Three main objectives of this research are: 1.To analyze the meaning of community resources application in “Arts and Humanity” learning domain curriculum outline. 2. To explore the curriculum design and instruction method of second grade community resources applied “Arts and Humanity”. 3. To examine the curriculum and instruction suitability of second grade community resources applied “Arts and Humanity”.
Action research is used here by collecting the relevant theories in advance. Analysis and examination were carried out afterwards. Besides, research on Lin Yuan Village community resources was done. Curriculum planning and design is then implemented base on the information gathered. Prior to the formal instruction, experimental instruction was carried out. In accordance with students’ appraisal from experimental instruction, curriculum was amended. Formal instruction was then implemented afterwards.
After the formal instruction took place, the information of both students’ learning thought and results were analyzed and discussed according to each unit. Review was done and finally concluded as below:
1.The meaning of “Arts and Humanity” curriculum: (1) The
influence of present arts education, postmodern ideology, humanism, knowledge society study, and other factors on “Arts and Humanity” curriculum. (2) The goal of “Arts and Humanity” curriculum is base on exploration and presentation, appreciation and comprehension, practice and application as to place importance on human orientated, lively, and flexible instruction design. Meanwhile, diversity modes are adopted for appraisal. (3) The integrated mode of “Arts and Humanity” includes the integration of subjects as well as the learner himself.
2.The result and discussion of community resources used in“Arts and Humanity” implementation: (1) The learning thought and expected achievement of students indicated the suitability of community resources applied curriculum design and instruction method. (2) Instruction review found that the content of instruction materials, instruction behavior, teacher-students relation, and learning appraisal achieved the expected standard.
3.Community resource sused in instruction mode: (1) Research on community resources (2) Select instruction subject (3) Form instruction goal (4) Plan instruction activities (5) Carry out each instruction activities (6) Implement diverse appraisal.
Base on the above research outcome, the suggestions are as follow:
1. Curriculum design: (1) Take the students to the scene related to instruction subject as to enforce environmental understanding. (2) Priority can be given to students’ interests in selecting instruction subject. (3) Creative works can be used in performing activities for more fun.
2. Curriculum implementation: (1) Teacher construct a relaxed learning environment. (2) Make full use of the audiovisual instruction media. (3) Parents can be invited for community visits.
3. Future research direction: (1) Increase the objects of instruction research. (2) Continuously develop “Arts and Humanity” curriculum which is suitable for this school.
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