Summary: | 碩士 === 國立臺北教育大學 === 藝術與造形設計學系教學碩士班 === 104 === This study is originated from observations of researchers from teaching sites on difficulties children face in artistic creations and from ideas obtained from observations on background of the current era. This study explores the traditional cultural resources in the past – educational U-E learning, using assembling puzzles U-E learning as an example. It is young children’s nature to have affinity for games, through which rich creativity and the open assembling puzzles U-E learning are integrated into art education. This is used as the theme for the development of teaching resources.
The purposes of this study include:
1. To investigate the value and meaning of using the traditional, cultural assembling puzzles U-E learning as an educational medium in visual art education.
2. To apply the educational system to design and develop the assembling puzzles U-E learning for integrating into the course model of early childhood visual art education.
3. To provide young children with diversified learning in visual art education.
4. Through action research and empirical application in classes, a reference model and suggestions are provided for relevant education personnel.
Methods of study include literature review,course design and implementation.Through data analysis, observation, interviews, educational reflections were performed. Methods of data collection include observation records, young children’s learning sheet, feedback sheet, and feedback sheets from parents and assisted researchers. Results show that there is high value and significance in using the traditional, cultural assembling puzzles U-E learning as an educational medium in visual art education. On one hand, it is a way to find resources for early childhood visual art education – using the openness and innovativeness of the assembling puzzles U-E learning as a medium. On the other hand, it is for opening up a path for traditional U-E learning – a continuation of the traditional culture of children’s toys, of which the next generation can have a glimpse. Furthermore, a set of feasible early childhood visual art education system is provided. It is served as a reference model and new direction of early childhood art education for teachers and future researchers.
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