A Study on the Development Directions of Taiwan’s Elementary School Art Education after joining the WTO

• Main Authors: Hsiu-Ling Lin, 林秀玲
• Other Authors: Ren-Lai Hwang
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/52852082105315054266

碩士 === 國立屏東師範學院 === 視覺藝術教育學系碩士班 === 92 === Taiwan is the 144th member of the WTO since January 1, 2002. That is, the education system must face strong changes along with the economical and social system shock. This research focuses on the effects of political, economical, cultural and educational changes which have been caused by joining the WTO and explores the development directions of Taiwan’s elementary school art education. The researcher uses documents analysis mainly and interview investigation as assistant method. This research includes six chapters: (1) to do the introduction. (2) to analyse the recent major art education theories and the curriculum guidelines of G7. (3) to explore the tendencies of social changes in Taiwan after joining the WTO. (4) to comment on the current art education curriculum guidelines of Taiwan’s Elementary School. (5) to provide the development directions of Taiwan’s elementary school art education after joining the WTO. (6) to make the conclusions and suggestions. Based on the theoretical analysis, the development directions of Taiwan’s elementary school art education after joining the WTO are as follows: (1) on the targets: the targets of the art education emphasize the lift of life value, increase the ability and attitude of the appreciation of the beauty, cultivate creative ability and attitude, open the world wild vision and initiate the applied wisdom of art in life. (2) on the contents: the art education contents come from the aspects of art-for-life , multi-culture and visual culture. The skeletons of the education contents are based on the core-culture of community and focus on the integrated curriculum and the human-centered artistic teaching designs as well. (3) on the strategies: the art educators organize teaching-learning research teams, arrange and decorate appropriate and plentiful learning environment, utilize all kinds of useful rescources and coordinate with school administration. Also respect learners themselves, approve their performances, and adopt the inspired and democratic teaching method. The instructors use technical equipments to assist teaching and attach importance to libral multi-assessments. according to the result of the research above, the researcher provides suggestions about the art education guidelines, school art education in practice and the future research.