| Summary: | 碩士 === 國立台北師範學院 === 藝術與藝術教育研究所 === 91 === After two years of service in an elementary school, I felt dried up by the daily routine of school teaching. At the effort of eight members (including I), we designed several series of alternative art class for school children. In a period of eight months (two semester), this innovative team tried to establish a better art education program (from pre-school to the six grade). Through actual teaching, meeting, observing others teaching, and data collection we were able to bring about some significant changes and modifications (both in ideal and practical dimensions) to the teaching of elementary art class. Qualitative methodology including in-depth interview, participating observation and action research are adopted to conduct the research.
The major finding include: (1) the actions of art class teachers are affected by the experiences and context s/he is situated;(2) the purpose of teacher reflection is to accumulate their experience and sensitizing;(3) the process of teaching is composed of the feeling, emotion and other sentiments of the teacher;(4) introspection helps to raise the consciousness and critical reflection of teacher;(5) teachers’ professional develop team is conducive to the establishment of teachers’ subjectivity;(6) the process is also helpful in constructing a more effective and beneficial teaching program; and(7) continuity is crucial for educational reform, art education included.
In the end, the whole research process is similar to “the poor theater.” This research, then, demonstrates one way as a grass-root, bottom-up mobilization to do educational reform. The finding can also apply to the realms elementary education beside art education.
|
|---|
