Story Integrated Art and Humanist Learning-area Curriculum at 3rd Grade in Primary School:An Action Study

• Main Author: 林佳燕
• Other Authors: 呂燕卿
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/73765270123924995750

碩士 === 國立新竹教育大學 === 美勞教育學系碩士班 === 92 === Story Integrated Art and Humanist Learning-area Curriculum at 3rd Grade in Primary School: An Action Study This paper is focused on story integrated art and humanist learning-area curriculum at 3rd grade in primary school by action study of teacher as researcher, and solves the practical questions of art and humanist teachers facing 1-9 new curriculum. There are four study aims: 1.To analyze the teaching value of story integrated art and humanist learning-area curriculum. 2.To explore the practical possibilities of story integrated art and humanist learning-area curriculum. 3.To develop strategies of story integrated art and humanist learning-area curriculum. 4.To study alternatives of story integrated art and humanist learning-area curriculum. The study subjects of this paper are 32 students of at 3rd grade in primary school from 8/2002~9/2003. There are four stages in study: asking questions,testing curriculum, practicing curriculum, and completing final plan. The study tools are “Adventure at Lilliput”, “Magic music, and “If trees can say.” This story integrated art and humanist learning-area curriculum design 18 items in the 3 topics. This paper applies action study to prove the relative theories by learning-by-doing and thinking-by-acting. There are several steps in the study process: correcting, examining,analyzing, teaching, reflecting, and concluding. This paper concludes: 1.The value of story integrated art and humanist learning-area curriculum: (1)To advance students’ learning motivation and cognition. (2)To integrate art learning activities and stimulate multi-intelligence possibilities. (3)To enlighten invention and thinking, and cultivate active exploration. (4)To educate children aesthetic and humanist mind. 2.The practical possibilities of story integrated art and humanist learning-area curriculum: (1)To practice alternatives of story integrated art and humanist learning-area curriculum. (2)Teachers should understand the capacity indicators in art and humanist learning-area to design curriculum, and transform these indicators to design instructional plans. 3.The strategies of story integrated art and humanist learning-area curriculum: (1)Teachers can apply this integrated model to instruction. (2)Teachers can use multiple story-telling strategies to advance students’motivation and learning effect better. 4.The study of story integrated art and humanist learning-area curriculum: (1)This paper studies the design of curriculum transformation and art curriculum integration, and meets the learning goals of “exploration and presentation,” “aesthetics and understanding”, and “practice and application.” (2)This paper finds the equilibrium of visional art, music, presenting art in their integrated proportion by “art learning content” and “capacity indicators by stages.” (3)Students can examine their outcomes by themselves, and many students are interesting in learning and go to learning targets in study. (4)Students can actively read story books after class, and searching Green Tales in book-borrowing time. (5)The researcher believes the spirit of “teacher as researcher” in the process of action study, and argues every teacher as the critical person of impacting educational reform. In every teacher can study real educational problems by appropriate directing and helping, they can promote their professional consciousness and confidence.