| Summary: | 碩士 === 國立新竹教育大學 === 美勞教育研究所 === 96 === This research was to apply “mind mapping” in art class at primary school in order to explore the learning outcomes of the graphic connotation against the 5th graders. This research focused equally emphasizing on quality and quantity as adopted, and a diversified way of collecting data, such as the drawing worksheet, questionnaire, observation, unstructured interview were adopted in the process of triangulation. The main purpose of this research as follows:
1. Find out the influence of using mind mapping in children’s graphic connotation .
2. Explore the different between boys and girls by using mind mapping for using mind mapping in the performance of graphic connotation.
3. To inquire the opinion of the students of using mind mapping from the graphic connotation.
4. To conclude the result of this research concretely and state up the possible ways for art teachers to adopt mind mapping into the artistry curriculum.
Through the assignments evaluation, self-evaluation and learning reflection questionnaire acquired the quantitative data and the reflective written records, which finally came out to the following conclusions:
1. Applying “mind mapping” on children’s connotation performance showed a significant different on the ability of “imagination and thinking” and “construction of the graphic” .
2. Applying “mind mapping” on children’s connotation, girls showed higher performance than boys.
3. The results indicated students showed a significant improvement from their self-evaluation.
4. The results showed a compatible relation between “mind mapping and the “artistry creation”.
5. Applying “mind mapping” in the art curriculum, the students showed positive outcomes and learning attitude for art creation
In conclusion, this research stated some suggestions to the educators as the following dimensions:
1. Primary school art teachers:
(1) Art teachers should create new vision with plane and solid visually in the art curriculum. This would help the students to be familiar with the application of “mind mapping” skills.
(2) Using multiple media to animate the learning materials for students and may consider to make a creative work in a team which include the creative skills in the learning process.
2. Further research in the future:
Researchers can broaden the objects of study to the other grades and try to adopt deferent art creation form, quality investigation and action research would be more efficacies for the students. Finally, adding a mind mapping skills would be more proceeding as relating with education and research.
Eventually, this study was concluded a valuable analyzed results and valuable references hoping to provide some useful opinions for the elementary school art teachers and practitioners and further investigation in the future.
|
|---|
