| Summary: | 碩士 === 國立新竹教育大學 === 人資處美勞教學碩士班 === 99 === This study investigated feasibility of applying the student teaching group method to visual arts instruction for six-grade elementary school students. First, the value of the student teaching group method for instructions and its applications to teaching of visual arts were investigated through a review of related literature. Later, 12 units of visual arts instructions in three themes were developed according to the learning questions of the research subjects. Based on the teaching model with students as teachers, an action research was conducted to observe the effects of this teaching method on students. The research results could be a reference for future application of this teaching method.
The participants were six-grade students instructed by the researcher. Data collected in the teaching process and from the students’ learning outcomes were analyzed using both qualitative and quantitative approaches. The main findings were as follows:
1. Implementation of the student teaching group method to visual arts instruction:
(1) Students in the teaching group were actively engaged in preparation for the instruction. They were less confident of the hands-on instruction initially but gained more confidence after a few sessions.
(2) Students in the learning group anticipated the coming of each class session. They showed better attitude and class order than before but had decreasing interest for oral reports. They liked hands-on activities.
(3) Interactions between students increased, and teacher-student relationships also improved. The classroom was permeated with warmth and joy.
2. Learning outcome:
(1) The students in the learning group achieved expected goals in cognitive learning and showed significant improvement in learning attitude. They could better utilize their skills and had more confidence in learning.
(2) The students in the teaching group showed remarkable performance in their cognitive, affective, and skill learning through preparation for the instruction.
3. Based on the students’ practical teaching conditions and learning outcomes, this study proposed three strategies for applying the student teaching group method to visual arts instruction:
(1) Provide more training on collaborative skills: More games and competitions can be integrated into learning activities to improve students’ group atmosphere and collaborative skills.
(2) Provide adequate instructions on preparation for teaching according to the characteristics, needs, and problems of each group.
(3) Improve basic teaching skills: With better teaching skills, students in the teaching group can get a better hold of the classroom atmosphere and therefore increase their teaching quality.
Finally, this study provided some suggestions as to curriculum design, implementation of instructions, and future research based on the research findings.
Keywords: collaborative learning, peer teaching, student teaching group, visual arts instruction
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