Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan (Dec 2014)
以視覺影像為主題的藝術課程行動研究 Action Research of Visual Image Curriculum: By an Example of High School Art Class
Abstract
21 世紀，視覺影像以多樣面貌與姿態在生活中呈現，人們思想與價值觀也在蓬勃發展的視覺影像中逐漸成形。以視覺影像為主題的藝術課程，期望學生能瞭解閱讀影像的方式，分析其潛在價值及意識型態，進而做出選擇與決定，也冀望學生從個人觀點出發，重新詮釋文本的意義。本研究之藝術課程，以攝影作品為主要的鑑賞材料，將課程融入與「人」相關的議題，強化學習內容的深度與廣度。為檢視本課程實施之可行性，藉由行動研究法，省思真實教學情境所面臨的問題。本研究將探討以下課題：一、探討視覺影像為主題的藝術課程之教育內容。二、透過行動研究評估該藝術課程實施之可行性。三、透過行動研究省思該藝術課程未來實施的建 議。研究結論為：一、攝影作品與視覺文化的課程可激發學生更多元的思考；二、議題融入之視覺影像可提供多元性、廣泛性的藝術課程內容；三、攝影與影像後製的創作課程為符應時代潮流與學生需求；四、討論與對談可激盪不同的影像判讀方法；五、透過行動研究可重新省思課程設計與教學實踐的可能性。 In the 21st century, visual images in daily life are presented in many ways, and gradually shape the ideas and values of people in turn. The objective of visual image curriculum is to prepare students with image literacy, and enable them to appreciate and even analyze the intrinsic value and ideology under each piece of visual arts. Moreover, the course aims to help students develop their own interpretation of works, based on their personal experience. The visual image curriculum in this study takes photographs as teaching materials, and includes different themes related to "humankind" in a hope to provide students with a meaningful and resourceful learning experience. To qualify the curriculum design and understand the practicality of the course, this study implemented an action research and reflected upon problems an instructor may encounter in actual teaching environment. This study will explore such topics as follows: 1. The content of the fine arts curriculum with visual images as its main focus. 2. The practicality of the fine arts curriculum via the evaluation of an action research. 3. Suggestions and comments from the action research for the fine arts curriculum. The conclusion of this study in brief will be: 1. The visual image curriculum with photographs as materials can stimulate students' ideas and broaden their horizons. 2. Different selection of photographs and themes can diversify and the content of fine arts curriculum. 3. Photography and Post-production curriculum should keep abreast of current trends and meet the needs of the students. 4. Group discussion and teacher-student interaction can bring out different methods of image interpretation. 5. Action research can be employed to reflection upon the practicality of the curriculum design and implementation.
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