| Summary: | 碩士 === 國立臺北教育大學 === 藝術與藝術教育學系碩士班 === 95 === Abstract
The environmental education which has been included into Grade 1-9 Curriculum was stipulated as one of six major teaching guidance for each field by Ministry of Education (hereinafter referred to as the “MOE”) in virtue of the recent common discussion within the global valley on environmental education and environmental issues. However, to practice environmental education in daily life is very difficult due to the lack of operational experiences to integrate into environmental education under the existing model of one-way teaching and passive learning for traditional art education.
Accordingly, this study, with the desire to use the teaching model of problem-based learning for the topic of environment art education during the school life, encourages students to participate in the living course of problem resolving and art creation, to express the care about school environment, and to acknowledge the interactive relations among art, people, and environment. The purposes of this study are listed as follows.
1. To work out a PBL teaching curriculum of environment art education suitable for senior grades of elementary school;
2. To probe into the influence for those senior grades of elementary school on the attitudes toward environmental art upon the practice of the PBL teaching curriculum of environment art education; and
3. To find out the difficulties and the solutions to practice the PBL teaching curriculum of environment art education for senior grades of elementary school.
The researcher, one of the teachers from the arts and humanities domain for Grade 5 in Taipei Shin-Shin Elementary School has selected one class as the subject for quasi-experimental designs of single experimental group, and organized the PBL teaching curriculum of environment art education for two-hour activity per week with total eleven weeks. The result is tested by average measure of difference, t, in accordance with “Environmental Art Attitude Scale for Elementary School” designed by Mei-Chi Chang, a scholar, in 2003 before and after each teaching class to analyze the influence of teaching intervention on students’ attitudes towards environmental art. In the side of qualitative observation, learning sheet, classroom observation record, teacher’s retrospective diary, student’s reflection note, and other information designed during the teaching process can record the student’s learning progress about learning motivation, cooperative communication, and metacognition, and can further make analysis as well as reflection to understand the difficulties and solutions of implementation. The results of this study are listed as follows.
1. According to the literature analysis from the researcher, five aspects shall be included in the curriculum of environment art education for elementary school.
2. interdisciplinary understanding mode and Delisle implementation steps are suitable modes for the elementary school.
3. The PBL teaching curriculum for environment art education can be built through expert review.
4. The change of the attitude of students towards environmental art can be found effectively through “Questionare on Attitude of Students for Elementary School towards Environmental Art” with validity and reliability.
5. The children are also found significantly progressed in the entirety and all aspects of the attitudes towards environmental art after the teaching intervention of PBL curriculum of environment art education.
6. The result of variance analysis tested before and after questionare shows that teaching intervention of PBL curriculum of environment art education enhances the attitude of students towards environmental art.
7. The girls are more superior to boys obviously in the fields of “concern about the material of art creation”, “relations between environmental issues and art creation” and “the entirety of the attitude towards environmental art”.
8. The students are found obviously progressed in the fields of learning motivation, cooperative communication, and metacognition.
9. The difficulties for practicing PBL teaching curriculum of environment art education are: the difficult change of the innate rules between teachers and students, the big gap between individual variation and progress, the order problem incurred from cooperative learning, the doubts of the students towards question and self ability, and the puzzles of the timing and intervention of teaching strategy.
10. The solutions for resolving the difficulties of practicing PBL teaching curriculum of environment art education are: to build the question situation which is truly cared by the students, to cultivate the basic abilities ordinarily, to use improved measures at the right time and to the right extent, to pre-integrate the resources necessary for the school, and to adjust the strategy of teaching intervention with penitent.
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