| Summary: | 碩士 === 國立臺灣師範大學 === 美術研究所 === 90 === This study aims to understand the artistic behavior and psychological change of junior-high-school students with the arrangement of the fine-arts curriculum, to set up the students'' experience of self-regulated learning through the application of the self-regulated learning pattern to artistic area, and to analyze the students'' thinking and problem-solving strategy during their acts of drawing.
This study takes three second-year students of shih-men junior-high-school of Taipei county as the object of analysis, adopts the method of multiple individual-case study, undertakes the process of observation、individual interview and gathering of works, and finally makes comparison of the factors of teachers, peers as well as individuals, so as to testify the hypothesis of this study.
Based upon the analysis of materials, the results of this study can be concluded as follows:
1. The whole experience of the student''s self-regulated learning is the composition of stage-by-stage sub-experiences; the stage between sub-experiences cannot be clearly defined, with much overlapping duplicate phenomenon. When the students works out the plot and takes to action, they will adjust their behaviors in accordance with the influence of the practical circumstances; this feedback urges the students to undertake self-review under the temporary stable condition; this experience is active、open and repetitive.
2. The experience of self-regulated learning of the fine-arts curriculum is different from the characteristics of the ordinary matter, which relies on the "target". In the practice of drawing, the process of taking the "plot" into action is the main factor behind self-regulated learning. Therefore, visualization of the plot can be seen as the function of the students'' individual metacognitive knowledge and metacognitive experience through the integration of contents、forms and materials.
3. The student''s strategy of problem-solving can be different in method and thinking in accordance with different stages. Before composition, they usually think that they will only plot when taken to action. In the stage of plotting the outline, taking the reference of important peers is most often seen problem-solving strategy; afterwards, they may seek for help from authority, ask for approval and acknowledgement, even destroy others'' works and change self-attitude. When the work is finished, they would rationalize the above-said behaviors, hence becoming part of the experience of self-regulated learning.
Based upon the above conclusion and confined by the limitation of this study, the suggestion of further related study will be forwarded.
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