Elementary School Teacher''s Local Art Education Conceptions Research

• Main Author: 楊淑芳
• Other Authors: 郭禎祥
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/55159431253818527694

碩士 === 國立臺灣師範大學 === 美術研究所 === 87 === To foresee the future by reviewing the past, native culture was neglected in the past, education in 1993 elementary programs standard to revise, add 「local teaching activity」one subject, this is a big change in our educational history. Due to teacher''s idea relative subjects to implement success or fail, and local art education idea need clear, so this case research 「Elementary School Teacher''s Local Art Education Idea」main question, discuss recently primary teacher in local art education opinion and question, in provide future education relative bureau in teacher training, programs to revise and teacher''s study references. This research use in documentary analysis relative theory and make 「Elementary School Teacher Local Art Education Opinion Test Paper」tool in investigate, use multi-stage cluster random sampling method, to take at random from a batch of Taiwan area(not including Penghus, Kinman, Matsu)150 public elementary schools, total 900 teachers(including president, dean of studies, 3 to 6 grade art teacher and not art teacher)as research, to reply question, receive 691 efficient sample. Data management use computer suit statistics software SAS6.12 progress sample size、mean、standard and so on , descriptive statistics and MANOVA and ANOVA analysis of variance. result as follow: 1. Local Art Education Contents (1) Significance: including local customs of one''s native place, art and education three stages. Children life events in category, to cultivate children to have love village, country sentiment, to appreciate the beautiful and thinking, the ability of solve problem art education activity. (2) Purpose: make children know who is belonged group culture, to improve or beauty life''s environment quality, to arouse native sentiment, and cultivate to respect multiculture. (3) Contents: including traditional custom art, and relative life''s art activity, and multicultural art. 2. Elementary teacher''s local art education rational concept (1) Teacher think the meaning of local art education tendency「Life environment event''s experience」and the main of 「local culture characteristic」. (2) Teacher agree 「develop native culture''s characteristic」、「agree himself group」、「respect someone''s culture」、「understand art multi-purpose」、and「take care himself circumstance quality」，as the purpose of local art education. (3) Teacher trend 「investigate local art coming from」、「teach traditional custom skill」、「make community life quality」、「make local medium to write」、「visit local business」as local art education contents. 3. Different society population items will local art education concept differ (1) Teacher local art education concept not male or female, school area, school''s variety as art teaching, fact have difference. (2) Serve about 25 years teachers more agree the purpose of 「love village, country」 more than 5 years teacher and serve 6-10 years more agree cultivate children respect someone culture than above 25 years teacher. (3) Art relative subject graduate teacher than not art relative subject graduate teacher trend agree 「local art should research their coming from and meaning」and 「in local art education programs introduce foreign group culture」. (4) School administration of public affairs more general teacher trend 「exalt local culture」and 「love village love country」as local art education target. (5) Have local education or research experience''s teacher don''t have the experience teacher agree the cultivate child 「respect someone''s culture」、「thinking the questions and the ability to solve problem」、「understand art multi-purpose」、and「take care himself life circumstance quality as purpose」, in contents more agree 「Teach children now to make life quality become better」. 4. Teacher concept and class standard concept distinction (1) Education aim distinction : teacher disagree with the targets which program standards mention 「cultivate the appreciation ability of beauty」、「take care local question thinking and the ability to solve problem」、「love village and love country」、「keep the traditional art and learning」. (2) Education contents difference: teacher think local business will make local art education become important and program standards not mention, teacher not agree program standards will emphasize in 「Taiwanese culture」and 「local text book extend to world''s group culture」. (3) Make difference reason: Teacher professional knowledge and skill not enough Local art education concept guide not enough. Local program standards didn''t get good communication with basis structure teacher. Programs establish think about politics, not think about children. 5.Suggest: Local teaching activity should put in general program and take disciple integrated education teaching methods to improve local art education''s teacher cultivation more working training for teacher. Local art education program should emphasis children life point extend to all the world.