An Action Research on the Art Teaching Integrated with Campus-Environmental Education to Third Graders in the Elementary School

• Main Authors: TSAI YU CHEN, 蔡郁臻
• Other Authors: Feng-jung Liu
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/22903403447847134049

碩士 === 國立嘉義大學 === 視覺藝術研究所 === 94 === By following the principles of qualitative observation and analyses, this research adopts action research characterized by a circular process of design, action, observation and retrospection. The objective is examining the feasibility, processes and problems of art teaching integrated with campus-environmental education to third graders in the elementary school. It also investigates teachers』 professional development after their involvement in this pedagogy. The research purpose includes: 1.Examining theories related to the design of art teaching integrated with campus-environmental education. 2.Developing the design of art teaching integrated with campus-environmental education. 3.Analyzing the results of art teaching integrated with campus-environmental education. 4.Providing suggestions on the research and facilitation of art teaching integrated with campus-environmental education. Research results can be summarized into the following points: 1.With the environmental education integrated and the application of outdoor education, art teaching not only follows trends of contemporary arts and education, but also helps the process of visual arts. In addition, outdoor education is advantageous to the integration of visual arts into environmental education. Furthermore, it is also suitable for the development of students』 cognition. 2. The teaching materials from the living environment can motivate the students, and outdoor-education strategy can inspire them and prompt their creativity. Therefore, the pedagogy designed by this research is both feasible and valuable. 3.The teaching is advantageous for the following reasons: Students can recognize the forms and application of materials for environmental protection; comprehend the specificities of materials for design; extend the usage of materials; cultivate aptitudes for artistic creation; increase aesthetic sensitivities; develop an active attitude; enhance creativity; innovate techniques of material application. 4.After the teaching, students can develop a sense of recognition and appreciation for the environment. Through the examination and retrospection of their lived experiences, students apply what they learn in quotidian actions. Based on the above research points, this research makes the following suggestions: 1.Regarding the pedagogical design, it is necessary to develop art appreciation and vocabularies in order to open up the opportunities for students to collect and utilize materials for environmental protection in everyday life. In addition, this can be integrated to the basic curriculum as a means of diversifying teaching content. 2.It is necessary to develop adequate human resources and provide aids to teachers in order to facilitate the above pedagogy. 3. In the future works, the methodology can be expanded to students of other grades to make up the discrepancies among their cognition and aptitudes. Also, it can enlarge the filed of the integration of environmental resources to the community and expand the category of visual-arts education. Optionally, other issues can be integrated into the research of visual-arts education in order to diversify this teaching field.