The Junior High School Performing Arts Teacher’s Specialty and Teaching Survey and Research

• Main Authors: LIN,TAI-CHUN, 林黛君
• Other Authors: SUN,TSU-YU
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/ygs26q

碩士 === 國立高雄師範大學 === 表演藝術碩士學位學程 === 105 === ABSTRACT The main purpose of this paper is to help the performing arts teachers who teach the second specialists in junior high school to be able to improve their own teaching courses. Therefore, the author summarizes the creative ideas of the teachers in the performing arts curriculum in junior high school and studies how the teachers of each specialty can use their own advantages to develop them in the teaching process. Hoping the study can help teachers know how to prepare lessons in cross-curricular courses, and allow the teachers who first teach performing arts can effective master the key of teaching methods of performing arts as well. This research is processed in two ways. One is the use of questionnaires to analyze the proportion of teachers in the teaching content and to summarize the subjects they want to pursue. The second is to use the qualitative interviews, to understand the methods and objectives of every expertise of teachers in teaching. The results are as follows: 1. National Performing Arts teachers in the years 0 to 5 years, in the curriculum design more self-textbook-based textbooks supplemented (46%); National Performing Arts teacher in the 6 to 10 years, Curriculum design to textbooks and self-textbooks half-dominant (44%); National Performing Arts teachers in the 11 to 15 years of age, in the curriculum design to textbook-based self-compiled textbooks for the most (55%) . 2. National Performing Arts teachers for music professionals, in the curriculum design to textbooks and self-compiled materials for more (56%); National Performing Arts teachers for visual expertise, in the curriculum design to self-textbooks (50%); the middle school performing arts teachers for the dance expertise, in the curriculum design to textbooks mainly supplemented by self-textbooks for the more (50%); (40%) and textbooks (about 40%); the National Performing Arts Teacher is the other specialists, in the curriculum design with textbooks and textbooks Self-compiled materials for each half (50%); 3. In the course of performing arts, teachers of dance specialties are good at leading the teaching activities with body movements. Teachers of drama specialties use text or script dialogue to develop their activities. Other professors, including music and vision, Life events into the teaching activities. 4. Performing arts are cross-disciplinary subjects, teachers, the best teaching method is to extend their teaching from their own professional. Keywords: Performing Arts Teachers, Performing Arts Courses, Cross - cutting