A Probe into the Relationship between Teaching Method and Learning Identity of Origami Art

• Main Authors: Lin, Shih-Hong, 林世洪
• Other Authors: Dong, Tse-Ping
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/7er78n

碩士 === 國立臺灣師範大學 === 美術學系 === 105 === Origami art has long history and popular among all social classes, but the development has always stayed at the level of independent creation did not enter the level of systematic research and promotion. As result the core art value of origami could not be demonstrated and public to general. Origami art has been seen as one kind of puzzle, pleasure, raising environment friendly images and many other positive impressions. If adding creative elements into origami producing process, it will turn origami art into innovative and highly popular handmade art. In fact, in the various promotional activities often found that origami art’s “beauty” and “extraordinary” really can inspire short-term enthusiasm among publics. Unfortunately, the interests on origami usually fade out quickly together with the end of promotion events, causing the promotion work cannot be continued. Both overseas and domestic origami artists usually follow the basic principles “single sheet folding no cutting and taping” to maintain the core value of origami art. Therefore, different limit breaking techniques become the area where origami artist put most effort to study, and also is the key to reach success art creation or not. If the origami R & D techniques can be integrated and combined with current teaching materials, it will bring many advantages to promotion efficiency. However, currently most of the creators do not focus on research and analyze origami, thus there are not many good quality and quantity origami art related papers. These researches is mainly in two directions, the first one is exploring on the techniques used in origami art which include the analysis on the geometric concept during folding process, and the various usage of techniques. The second aspect is focus on implement basic origami techniques into mathematic course teaching material of primary and secondary school and found considerably positive result. However, it is rare to see related researches on origami promotion through teaching methods and learning recognition. Therefore, the research of this thesis will mainly focus on the relationship between the three methods that are most common used as popularization teaching and learning recognition, as to understand the level of acceptance of the three teaching methods and collect the suggestions for improvement as the follow up teaching plan. The result shows that the subjects with the basis of the origami technique are more agreeable to the origami principle, no difference between genders. Regarding the level of acceptance on the three teaching methods, the demonstration teaching method is the most popular among the learners; the followings are self-learning through videos and self-learning through books. In general, the most suitable teaching activity should have the following criteria: 6 to 10 participants, perform 11 to 15 steps, complete in 11 to 15 minutes. Based on the suggestions from subjects, demonstrate teaching method keep as original but by adding the elements from videos and books to transform into e-learning materials, it is possible to bring significant advantages to promotion activities on origami art.