Case Study of Art Teaching Environment and its Effect on Teaching in a Junior High School

• Main Author: 游淑凰
• Other Authors: 王麗雁
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/60146500157983262730

碩士 === 國立彰化師範大學 === 藝術教育研究所 === 99 === “Good tools are prerequisite to the successful execution of a job.” As a junior high school art teacher, the researcher was oftentimes restrained by the lack of appropriate teaching equipment and resources. Therefore, the study aimed to probe into the impact of environmental factors on teaching. This was a case study, in which four art teachers and students of “Hope Junior High School” (pseudonym) were observed in art classroom and regular classroom settings. Collected through observations and interviews, data then were analyzed to understand the co-relations between the teaching environment, such as the equipment and classroom settings, and teachers’ teaching styles. Research questions were: 1. How was teaching effectiveness of the four participating teachers affected by the classroom settings, equipment, teachers’ personal characteristics, and teaching methods? 2. How did the four teachers use teaching equipment in class? 3. How did the four teachers achieve their educational goals while sufficient equipment is lacking? The findings of this study were presented below. First of all, the following four factors that may influence teaching effectiveness were discussed; they are: teaching environment and equipment, teachers’ personal characteristics, and teaching methods. It was discovered that teachers’ personal characteristics played a more significant role than the other factors. When teachers were willing to take an active role to acquire more teaching equipment, better environmental conditions were created and more diverse ways of teaching were adopted. Secondly, teaching equipment and classroom settings influenced teaching effectiveness to some extent. Having an art classroom prompted teachers to diversify their curriculum contents and teaching strategies. On the contrary, teachers who do not have their own art classrooms were forced to revise or at times simplify their curriculum contents. Besides, equipment was related to teaching effects. When certain equipment or resources weren’t helpful to achieve the teaching goals, these equipment or resources were then used less often. Last but not least, teachers adopt various strategies while necessary teaching equipments are lacking: For example, they may try to use alternative resources or revise the curriculum structures to cope with the insufficiency of teaching equipment. Teachers may also adjust their teaching strategies, or design the curriculum only based on the existing equipment and classroom setting.