| Summary: | 碩士 === 國立新竹教育大學 === 進修部美勞教學碩士班 === 92 === By end of the experimental period in September 2003 and before the implementation of the 「Coincidence of nine year education system」,experimental studies had been carried out to investigate the methodology in implementing the new education system and its curriculum. This study aimed to
begin a child’s learning in Chinese calligraphy as part of curriculum in Chinese study with 「Conscious Spatial Development Teaching Method」in the hope to find an introductory teaching method which will strategically motivate student’s learning in Chinese calligraphy.
Students from Grad 2, going on to Grade 3 in Elementary school were subjects of this study. The aim was to compare the effect of「Conscious Spatial Development Teaching Method」and「Traditional Teaching Method」in learning
motivation and performance.
This study was performed in 2 classes of students in Grade 3, Tong-Kuang Elementary school of Kaohsiung as controlled trial. Two classes were randomly selected as subjects; Class 14（n＝33）was taught by「Conscious Spatial
Development Teaching Method」; Class 6（n＝33）by 「Traditional Teaching Method 」. Class 13（n＝31）was chosen as the control group. Students from three
classes showed similar results in 「Learning motivation survey for Chinese Calligraphy」 prior to the trial. There were two semesters in a school year.For the class subjected with 「Conscious Spatial Development Teaching Method」
Seal script was taught in first semester, and Clerical script in second semester. The class was taught with Standard script in「Traditional Teaching
Method」. By end of the school year another 「Learning motivation survey for Chinese Calligraphy」 was performed by all students in this study, and their calligraphy in Standard script was evaluated by 3 Calligraphy teachers of the school for comparison as performance outcome of different teaching methods in this trial. Data collected was entered into Chi-Square test and T test. By
employing the statistical analysis function from New Excel Add-In, the covariance of one-factor analysis was used in order to compare results of the study to the hypothesis. In addition, the Pearson γ was used to test the reliability of the teachers evaluating the performance of the students.
Results of this study:
I. Groups of「Conscious Spatial Development Teaching Method」and「Traditional Teaching Method」did not show significant difference in motivation in learning
of Chinese calligraphy.
II. The group with「Conscious Spatial Development Teaching Method」showed better performance in Standard Script in the final assessment compared with the class with 「Traditional Teaching Method」
III. The group in 「Conscious Spatial Development Teaching Method」did not show difference in performance in big and medium script.
IV. The group in 「Traditional Teaching Method」showed significant difference in performance in big and medium script.
Conclusion of this study：
（I）Teachers should have an understanding of student’s physical, mental and motivational development; and only after appropriate preparatory exercise should teaching begins. （II）Teaching should not be dictated by student’s
motivation in learning. （III）The use of 「Conscious Spatial Development Teaching Method」as an alternate introductory teaching method can elevate the enthusiasm and motivation of the calligraphy class. （IV）Based on this study,Big script provides a more effective learning process for beginners than Medium script; therefore practicing strokes utilizing major muscles should be the preparatory exercises.（V）Teachers should not underestimate student’s
learning motivation and interest, and should not use 「Traditional Teaching Method」as the one and only method.
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