| Summary: | 碩士 === 國立彰化師範大學 === 藝術教育研究所 === 95 === The aim of this paper is to explore the curriculum integration conditions of junior high school textbooks of visual art in the Arts and Humanities Learning Area. The research is to investigate the elements of the curriculum integration of junior high school textbooks of visual arts in the Arts and Humanities Learning Area, the modes of the curriculum integration of junior high school textbooks of visual arts in the Arts and Humanities Learning Area, and the current situation of the curriculum integration of junior high school textbooks of visual arts in the Arts and Humanities Learning Area.
In order to achieve the purposes of this paper, content analysis is used to analyze four versions published in 2006 of junior high school textbooks in the Arts and Humanities Learning Area. The subjects of this study are visual arts of each book, including Book 1 to Book 6.
The findings are shown as follows:
1. In terms of the elements of the curriculum integration, all versions of the textbooks are able to present the idea of integrated curriculum, and the lessons with the integrated elements do not have apparent systematic distribution. There is an unbalanced distribution of the three main categories, involving integration of visual arts knowledge, integration of aesthetic experience, and integration of society. Such unbalanced situation also occurs in each sub-category of these 3 main categories.
2. Regarding to the modes of curriculum integration, it is found that the integration mode of each version of the textbooks is unified. The four modes of each version are distributed unequally. Every version of the textbooks has the mode of “single-subject curriculum integration”; however, none version uses the “learner-based integration mode”.
Last but not least, according to the conclusions, this study provides suggestions to textbook publishers, editors, instructors, and follow-up researchers in the Arts and Humanities Learning Area.
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