| Summary: | 碩士 === 國立東華大學 === 藝術創意產業學系 === 106 === During the researcher’s teachings in recent years, the researcher has discovered that when most ninth graders learn geographic shape, they can solve problems with single shapes more easily. However, they often find it difficult to identify and disassemble shapes when facing complex synthetic geometric shapes and they are even not interested in solving the problems. The researcher’s observation of this phenomenon has initiated his/her motive. The researcher hopes to research and develop an activity design related to geometry course for learners to revive his/her interest in learning mathematic geometry through experiencing the activity.
The Ministry of Education launched the 12-year compulsory education program , in which included the promotion of aesthetics education and interdisciplinary teaching. This study uses aesthetics education as inspiration for learning experience in curricular activities and applies its idea so that learners can make a connection from experience to cognition in the course.
The feature of the course design in this study mainly focuses on the vertices, lines and faces of geometric shapes so that students can use them to draw geometric shapes in a creative drawing activity. In other words, the original characteristics of geometric shapes are utilized for works of creative thinking and for solving abstract mathematic geometry problems. Learners are guided to be creative and imaginative in the activity, in which they observe and learn the aesthetics of geometric creation through the process. The researcher believes aesthetics appear in one’s own experience and comprehension after pondering on the feelings toward the experience. This cannot be achieved under formalized teaching. Through the guidance in the course, learners realize the application techniques of the characteristics of vertices, lines, faces and geometric shapes as well as experience different techniques for solving geometry problems.
The course is implemented to a total of 8 ninth graders who are about to take the examination of the Comprehensive Assessment Program. The implementation is broken down into two days, with one day consisting of 3 hours of Vertices, Lines and Faces 101 and another day consisting of 2 hours of Advanced Application Practice. During the 5 hours of interdisciplinary creative integrated teaching, students learn to move things in life through inference and thinking by using the method of simplification, as applied for geometric shapes.
The researcher has analyzed the learners’ geometric shape creations and contents of application practice in the course, so that he/she can accumulate more experience in designing geometry curriculum to allow learners to realize the application and aesthetics of mathematics in class.
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