| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 91 === The purpose of this study was to investigate the application of Absolute Expressionism in the Arts and Humanities area curriculum integration, which had been included in the Nine-year Integrated Curriculum schema. The researcher based on the concept of Repetition and Contrast to conduct the curriculum integration and applied it to teaching so as to comprehend the processes of developing an integrated curriculum and the possibility of applying the Absolute Expressionism in Arts and Humanities area. This study comprised different processes including literature review, action research, experimental instruction, observation, recording and discussion. Conducting the action research, the researcher designed a repetition-and-contrast concept-wise integrated curriculum, which was embodied and inspirited by Absolute expressionism, to teach a class of third grade primary school students. The four cycles of this curriculum included four subjects in which different material was used in order to get information under different scenarios.
Based on the analyses and discussions of collected information, the researcher reached the following conclusions:
Firstly, any decisions, actions and choices that teachers made involved philosophical thinking. Teaching activities with philosophical thinking were more directional and systematical than those without philosophical thinking. The music education principles endorsed by Absolute Expressionism and the goals of Arts and Humanities area curriculum both emphasized that art works should be explored through experience and perception, art values should be discriminated through appreciation, and the view of arts would be widened by respecting multicultural activities. Therefore, the principles of Absolute expressionism could be well adopted in the Nine-year Integrated Arts and Humanities curriculum to enrich its contents and improve teaching depth.
Secondly, learning would be more consistent if the curriculum was concept-wise integrated and based on a theme. Students would be able to apply concepts they had learned to different art forms and and promote transfer of learning. Such learning would achieve better results than the learning based on basic disciplines. However, it needed collaborative teachers in such an integrated curriculum.
Finally, teachers would be able to improve their ability of designing a curriculum and professional skills by contemplating the philosophical concepts to be adopted and designing their curricula themselves. Teachers would be able to adjust their teaching activities and altitudes, and learn to open themselves to be collaborative by examining their curricula and instruction contents through action research.
Based on the conclusions of this study, the researcher would like to suggest that Arts and Humanities area curriculum should be designed cooperatively amongst disciplines by following the principles and methods of curriculum integration and collaborative teaching, and teachers would need to improve their professional skills and be able to dialog with others professionally so as to provide necessary help during the whole processes. The researcher also gave some suggestions for further studies, such as researches cut in from different philosophical or aesthetic points of views, curriculum development with other curriculum integration methods, research subject expansion or the design of cross-discipline integrated curricula.
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