| Summary: | 碩士 === 國立新竹教育大學 === 藝術教育與創作碩士班 === 105 === This study combined the teaching models of Arts and Humanities, integrative activity learning areas, and the curriculum guideline of 12-year compulsory education with the goals of service-learning course. The study sample comprised four third graders of Bao Shan Elementary School Shan Hu Branch, who participated in the integrated course of visual arts and service-learning. The specific research goals are as follows: (a) to investigate the theory and content of SERVICE-LEARNING; (b) to propose and implement an integrated visual arts course that incorporates SERVICE-LEARNING in Bao Shan Elementary School ShanHu Branch; (c) to analyze the effects of the integrated course of visual arts and SERVICE-LEARNING on pupils’ learning process; and (d) to evaluate the outcomes of the integrated course of visual arts and SERVICE-LEARNING and the teacher growth. This is mainly an action research study supplemented by qualitative data analysis of learning outcomes. The sources of data included videotaped recordings, interviews, worksheets, observation notes, and reflection records. The following are primary research conclusions:
A. The researcher and pupils discussed the content of SERVICE-LEARNING. Moreover, the pupils gained the experience in SERVICE-LEARNING, reflected on relevant issues under the guidance of the teacher after the activities, and applied classroom learning outside school to develop their bonds with the society.
B. A seven-topic, theme-oriented course was established by the researcher to guide pupils to understand the nature of service, to provide volunteer service in the nursing home, and thus to sustain their willingness to volunteer.
C. The researcher discovered that (a) pupils were enthusiastic and interested during the learning process; (b) they were actively engaged in lesson activities and discussions; and (c) they excitedly and devotedly prepared for the performance to be given in the nursing home.
D. The evaluation on the results indicated that SERVICE-LEARNING course had real significance and values. As a student-centered instructional approach, the SERVICE-LEARNING course helped pupils to discover their individual merits, to try diverse activities and events, and to enjoy learning.
Based on the research findings, some recommendations concerning the integration of SERVICE-LEARNING into visual arts instruction are offered for future studies.
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