| Summary: | 碩士 === 國立彰化師範大學 === 藝術教育研究所 === 98 === As the education environment changes, class-advisors in Junior High Schools were no longer limited to main subjects teachers; art teachers taking the roles of class-advisor is also common. Some enjoys it, and some complaints about it. Therefore this article is trying to discuss the opinions of art teachers taking the roles of class-advisor in Junior High Schools. And during their class-advisor experience, what relation would occur between their class-advisor roles and art teaching? Furthermore, what effects would it bring to the interactions with students and their behaviors? The author tried to discuss through these issues to understand what today’s art teachers thought on the changes of current education environment? As the frontline art teaching personnel, how would they face the challenges with positive responses?
In order to find the answers, the author used qualitative research method, interviewed in depth and observed 3 individual art teachers who teach in 2 different Junior High Schools. From the collected data, all 3 teachers agreed on the value and importance of the class-advisors in Junior High Schools, but they have different views on themselves assuming the role of class-advisor. There were positive takes on this issue, but there were also negative rejections; however the commonality was that they all feel the parents have doubts in them taking the role of class-advisors. When we analyzed individual teacher’s ability in teaching, leading the class or career consultation, they all showed positive attitudes to their performance. However, when we discussed the effects of art teaching on class-advisors then it covered both positive and negative views. The positives include “teachers help students building proper value through art education”, “teachers make arts education more lively and increase students’ interest of learning”. The negatives include “art teachers assume the role of class-advisor will often sacrifice arts class time to handling class service or conducting exams, which would interfere the class progress”, and “teachers’ mood is easily affected by the performance of the students”. Besides, the subject teachers also illustrated their value with guiding their students, letting them understand the importance of making precise requests, properly handling student behaviors problem, and making the teachers-students interactions more closely.
Lastly, the author hope that this research could provide feasible suggestions and directions for related studies in the future. When under the multiple identity of art teachers taking the role of class-advisors, they must clarify their different roles and cleverly interchange between the roles. They also need to adjust their attitudes, communicate with parents regularly, and learn from their predecessors. In future studies, the author could discuss how different people, such as students’ parents, students and teachers from other disciplines, see art teacher faking the role as class-advisor at various campus environment. The author could also study the effects of administrative class adjustment on arts teacher taking the role of class-advisor. Further research could also tell us the real effect in the classrooms of art teachers taking the role of class-advisors.
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