| Summary: | 碩士 === 國立新竹教育大學 === 人資處美勞教學碩士班 === 95 === Abstract
A Study of Using Community Resources in Arts and Humanity Curriculum and Instruction on the Fourth Graders
of the Elementary School
---Take Tai-Ping community of Taichung county as an example
This study was based on theories of postmodernism art education as well as multicultural art education in order to clarify the connotation of using community resources in arts and humanity curriculum education. With the fundamental framework of integrated curriculum models, the study was conducted by using community resources in arts and humanity curriculum and instruction on the fourth graders of elementary school in Tai-Ping, Taichung county where the researcher works with. The purpose of study attempted to construct the appropriate community resources adopted in arts and humanity curriculum design in the elementary school. The findings hopefully provided feasible and durable suggestions on constructing the arts and humanity curriculum and instruction in the elementary school, especially for Tai-Ping community.
Four main objectives of this research were (1) to analyze the connotation of using community resources in arts and humanity curriculum and instruction on the fourth graders of the elementary school in Taiping, Taichung, (2) to discuss the teaching instruction of using community resources in arts and humanity curriculum and instruction on the fourth graders of the elementary school in Taiping, Taichung, (3) to carry out the study of using community resources in arts and humanity curriculum and instruction on the fourth graders of the elementary school in Taiping, Taichung, (4) to scrutinize the findings and provide the feasible suggestions for implementations of using community resources in arts and humanity curriculum and instruction on the fourth graders of the elementary school in Taiping, Taichung.
Action research was used by collecting the relevant theories in advance, analyzing data. Curriculum planning and design were then implemented on the basis of previous information gathered. In accordance with students’ appraisal from experimental instruction, curriculum was revised. Formal instruction was established afterwards.
The findings of this study were as follows:
(1) The connotation of using community resources in arts and humanity curriculum and instruction
The emphasis of this connotation was on the combination of the multicultural art education and community resources education. Moreover, the integration of using community resources in arts and humanity curriculum has great influences on students’ knowledge of arts and humanity applied to their daily life.
(2) Relevant instructions on using community resources in arts and humanity curriculum
(a) design the appropriate teaching plans by discovering community resources, (b) decide the theme based on the features of community resources, (c) select the unit topic, (d) form the course objectives and lesson plans, (e) collect data, (f) plan learning activities and field of trip, (g) carry out the instruction activities, (h) implement the multiple assessment, (i) present the final work
(3) The findings on using community resources in arts and humanity curriculum and instruction
(a) Community resources in arts and humanity curriculum increase the authenticity of teaching materials in accordance with objectives of the nine-year integrated curriculum.
(b) Community resources in arts and humanity curriculum enhance students’ sensibility on environmental subjects.
(c) A variety of alternative assessments fosters teachers’ instruction and students’ learning.
(d) Using community resources in arts and humanity curriculum answers the current multicultural art educational predicament.
(e) Researchers and cooperative teachers gain noticeable professional teaching development and transformation.
(f) The teachers and parents possess the positive perspectives on using community resources in arts and humanity curriculum.
(4) The evaluation on using community resources in arts and humanity curriculum and instruction
(a) The study showed a significant result that students’ learning performances and feedbacks were positive correlated with using community resources in arts and humanity curriculum and instruction
(b) It also revealed a significant interrelationship among teaching materials, teaching instruction, teachers, students and assessments.
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