The influence of dialogue on young childhood's drawing

• Main Author: 陳幸春
• Other Authors: 鄭明憲
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/44897480020790361750

碩士 === 國立彰化師範大學 === 藝術教育研究所 === 92 === Abstract The goal of this thesis is to survey the question that, in the art-learning process of junior elementary school students, there is any influence on drawing performance and ability development between student to student or teacher to student social dialogue. The term “dialogue” here means not only a pedagogical strategy aiming on correct answers and understanding, but also an open exploring learning environment and teaching-learning relationship. In action research, the researcher asks for agreement from 13 junior elementary school students as the observing objects. After the first stage action research, the researcher adjusts research design. Randomly choosing 5 students as a group from a second year class, the researcher arranges three situations – non-dialogue, peer-dialogue and teacher-student dialogue - for information collection in the second stage action research. The related information is collected through the participant-as-observer and interviews after observation. The first research method is taken for recording students’ interaction history. The second one is used for interviewing students after the instruction in order to know the learners’ inner experience. While analyzing the collected information, the researcher will compare the individual research object’s works to conclude the research outcome. The key findings in this research are: 1. In the non-dialogue situation, students are free in the learning environment; therefore, there’s no any learning strategy and any outer information stimulation. It shows that student’s performance comes from inner creative potentiality, and the pictures or patterns mainly come from student’s visual memory. Because the lack of dialogue and interaction with outer information, the individuals act according to their own developing pace, and show the general order development process from simplicity to complexity. It also shows that drawing language of each individual is easily restricted within his or her own original ability, and that children’s thinking on performance quality is comparatively low. 2. In the situation of peer-dialogue and teacher-student dialogue, the instruction language interaction is not only the path of communicating thoughts and ideas, but is also the method guiding students focusing on topics. In dialogue, through the instruction of explaining, comparing, response, giving examples and so on, children’s attention is led to logical meaning. With the outer force, children perform the increasing oneness on symbolization and show the growth in recognition ability. From the stimulation of questioning from teacher and peer, children are motivated to think and evaluate the different ways of solutions. Also under the supportive atmosphere, children’s performance is encouraged; the children are able to control their practice. 3. Through the comparison of three different situations in the classroom instruction based on Vygosky’s “ZPD” concept, there are ways to allow children showing self-control. Under the scaffolding process through teacher’s instruction and peer’s interaction, children combine the dialogue content and personal experience, and clearly perceive the meaning of expression. The dialogue will increase depth of experiencing process and concept construction. Children are able to think and learn under self-control, to have their own interpretation, and to be matured on their growth of action ability. Students transfer to communicate with others from focusing on egoistic thinking. To be able to perform observing ability and express main concept with examples from individual experience is helpful to the development of drawing ability. Keywords: Dialogue, Children drawing performance, ZPD, Scaffolding