| Summary: | 碩士 === 國立臺灣師範大學 === 美術學系 === 104 === Reacting to the impact of the trend of global knowledge economy, all countries around the world have endeavored to educational reforms and resort to “diversity, marketization, and informatization” with the purpose of raising the nation’s overall competitiveness. Under the context of global educational reforms, each country has also started to promote a series of reforms and development for art education. In addition, as the pilot of art education in Chinese regions, and under the inevitable current of globalization, art educators in Taiwan should broaden their vision, perceive the relative reforms in art education among cross-strait four regions, so that the “spontaneity, interaction, and common good” art education can be established gradually.
With the title of this research, “A Comparative Study of Visual Arts Curriculum Policy Development and Curriculum Guidelines of Junior High Schools among Cross-Strait Four-Regions”, and on the basis of referenced literature and interviews, this research has compared and analyzed policy development of visual art curriculum and the teaching philosophy, teaching goals, and ability indicators in curriculum guideline among cross-strait four regions. By means of discussing with comparative research approach, this research has tried to understand different contours developed in art education field among cross-strait four regions in the past 65 years.
According to the research results, in regard of visual art education development among cross-strait four regions, in spite of divergent influences from politics, economy, and social culture, to cut in from the angle of comprehensive perspective, it can be found that among cross-strait four regions, development of visual art education has primarily followed the context of international art education development—from the Creative Self-expression Approach, to Discipline-Based Art Education, and finally arriving at post-modernistic Visual Culture Art Education. Each educational theory has its advantages and limitations, as visual art education changes in cross-strait four regions reflect the society’s change as well. Actually, art education in cross-strait four regions is stuck in the dilemma of lacking professional teachers and the issue of being unable to teaching professional subject by professional educators. Such difficulty of lacking subjectivity also takes place in Hong Kong and Macaw.
Finally, in accordance with the research results, this research has proposed suggestions for Taiwan’s developing visual art education curriculum: (1). Enhance cultivation of “aesthetic and art criticism” competence; (2). Raise the ability of “analyzing and application” in visual art education curriculum; and (3). Elevate the ratio of learning content of “design education”. In this way, the strengths in cross-strait in four regions can be exerted to supplement the deficiency in visual art education in Taiwan.
|
|---|
