| Summary: | 碩士 === 國立新竹教育大學 === 人資處美勞教學碩士班 === 94 === Abstract
Textbooks are the essential learning materials for students in school, the teaching basis for teachers. They hand on the essence of human culture, and they are also the media of forming social value, the passage of realizing the goal of the nation’ education. The study’s objects are aimed at the compiled art textbooks from the four different curriculum standards in the year of 1962, 1968, 1975 and 1993 respectively. It explores the relationship between the compilation, teaching materials for the art textbooks and social background, educational theory and thought during the years from 1962 to 2001. It also analyzes the connotation of the change, variation for art textbooks through the viewpoints of source and meaning of compilation, choosing materials for art textbooks. And then understand the art textbooks’ changing process and the evolution of Taiwan art education.
The study is constituted of eight chapters. It narrates the motivation, purpose, objects, scope and restriction in the first chapter-introduction; The second chapter-exploration of documents tries to understand the history of art education its relative factors effecting the compilation of art textbooks from the four dimensions-the time changed of art education; the evolution of educational theory and thought; the development of social culture; the revision of art curriculum standard and compilation of art textbooks. It respectively analyzes and explores four curriculum standards and its compiled art textbooks derived from them, and induces the connotation of textbooks in four different periods, the individual character of the textbook compilation in the third, fourth, fifth and sixth chapter. The seventh chapter-terms of colors in the textbooks and the change, evolution of teaching materials about appreciation. After the analysis of the different art textbooks in each different period from the former four chapters, the author discovers that there are enormous variation about colors and connoisseurship in these textbooks, so issue two major subjects to make comparison and induction. The eighth chapter-conclusion and suggestion. In this chapter, the author issues the connotation of compilation, abstract of each character about the four curriculum standards of art textbooks, distinguishes the differences, similarities among the art textbooks in the four periods .And finally induces the evolution of the elementary art education. The conclusions are as following:
1. The option and compilation of learning materials in elementary art textbooks are impacted by educational trend of thoughts at that time.
2. The option and compilation of learning materials in elementary art textbooks are impacted by political and social trend of thoughts at that time.
3. If curriculum standards had not been revised according to the change the times, the educational trend of thoughts and social background have leaded the direction of art textbooks compilation.
4. The characters of art textbooks in four specified times.
A. The compilation of curriculum standard for art textbooks in 1962 is dramatically influenced by the trend of traditionally educational thoughts in early periods, technological orientation, trend of pragmatically educational thoughts and concept.
B. Art textbooks based on Curriculum standard for in 1968 and curriculum standard for art textbooks compiled by the ministry of education in 1975 are emphasized on the development of Gestaltung education and inspiring the students’ creativity by materials and skills. The compilation of art textbooks in this period are influenced by the education of creative orientation, Gestaltung education and pragmatism.
C. The compilation of examined art textbooks according to curriculum standard in 1975 and 1993 is influenced by the trend of art of Discipline-Based Art Education. They emphasize on the display and cognition of art. The unit of appreciation shares approximately one quarter to the total units and has developed to the domain of connoisseurship. Multi-cultures, multi-artistic forms, merging art into life and valuing humanistic connotation are the new subject for art program.
5. The terms of fundamental colors are not consistent in art textbooks, for example, the three fundamental colors, spectrum and colors wheel can be found with different terms in different version of art textbooks.
6. From the view of the compilation of art textbooks in the recent four decades, the art education has developed from the traditional education style of curriculum standard in 1962 to complex materials, multi-media and digital display of curriculum standard textbooks in 1993.
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