The Research of Unicorn Team Teaching Resources on Arts and Humanities Learning Field of the 5th Graders— Take Hsinchu County Hsinpu Elementary School for the Example

• Main Author: 朱軒仙
• Other Authors: 葉俊顯
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/96196409964059044757

碩士 === 國立新竹教育大學 === 人資處美勞教學碩士班 === 94 === Abstract The research of unicorn team teaching resources on arts and humanities learning field of the 5th graders — take Hsinchu county Hsinpu elementary school for the example The purposes of this research are to discuss unicorn team teaching resources of the 5th graders on arts and humanities learning field in Hsinchu county, to expand students’ learning as well as to enhance students’ learning achievements. The aims of this study are: 1. To discuss the value of unicorn team teaching resources of the 5th graders on arts and humanities learning field. 2. To find out the unicorn team teaching resources in Hsinchu county, to construct the curriculum design model, and to develop the teaching materials. 3. By way of the teaching activity implementation, to testify the teaching design, to discuss the fitness of the curriculum, and to give suggestions. The main conclusion of this study includes the following: 1. In the aspect of the value of unicorn team's teaching resources: Unicorn team originates from Mainland China, the Hakka people’s " unicorn dance." It has visual, musical and performance form. Besides, it contains the connotation of cultural understanding and traditional arts. And it also has practical, aesthetic and educational value. 2. In the aspect of teaching resources: There are two unicorn teams. One is at Hsinpu elementary school; the other is at Sihzuo Vlg. The unicorn team teaching resources are as follows: In the aspect of exploring and performance: We can utilize intermediary material and manifestation form to engage in folk custom art creation and enrich minds. By means of unicorn team activities, we can even understand more about folk custom culture. In the aspect of esthetic and understanding: Through the plane and three-dimensional models of visual, musical and performance forms in art teaching, we can understand the Hakka people’s artistic ideas of unicorn manufacturing, aesthetic judgment and the cultural value concepts. In the aspect of practice and application: Through the unicorn team activities, we can understand how the unicorn team moves on, combine them with students’ experiences, truly practice them during the life, and respect their art creations. 3. In the aspect of curriculum design and implementation on arts and humanities learning field: By means of unicorn team teaching and utilizing many kinds of intermediary materials, we can let students to practice and to initiate students’ critical thinking and problem-solving abilities. We can pay attention to both traditional concepts of unicorn team and the other fine artistic curriculum teaching concepts. By means of the curriculum of culture understanding, we can cultivate students’ minds of respecting plentiful and multiform arts value. By means of the teaching resources about unicorn team, we can form rich and feasible teaching models.In the aspect of designing and implementing unicorn team teaching curriculum, we can select the elements of arts on unicorn team, renew them and combine them with modern educational concept. We can put the shape, the music and the performance technology into curricula and design interesting learning activities to arouse students’ high study interests. Based on the result of the study, some suggestions were made for the future curriculum designing and implementation.