| Summary: | 碩士 === 國立臺中教育大學 === 美勞教育學系碩士班 === 94 === This study is mainly about the progress of the contemporary art thinking on the art history teaching methods, and on the development of the Big Idea art integrated curriculum, which focus on the students experience by art history oriented teaching curriculum. Besides observing the development of the teaching curriculum process, a researcher should reconsider the structure of the teaching curriculum by the students’ learning and exploring procedure. However, the study how postmodern art thinking influence the learning method of art history and interaction between a teacher and the students in a classroom. The purpose of this study is to help students getting aesthetic training and experiences through the integrated art history classroom activities.
This study is based on the research of inquiring the change of the art history teaching method from the art perspectives, exploring the basic theory and the related concept of Taiwanese art history teaching, developing core of the integrated art history curriculum, and evaluating the teaching result of art history integrated curriculum. The action research associates the teaching practice with the theory of art history teaching method by two sections of curriculum planning. With the structure of the theory and the planning of the curriculum, the researcher teaches the Taiwanese art history, analyzes the teaching processes, and finds the answers of the studying questions.
During the research, one finds the combination of art history teaching and the Big Idea is a useful model that can touch students’ life. Therefore, this discussion about community and power topic should be in the planning of the curriculum. After considering the students’ pre-requisitie knowledge, step-by-step, one can improve students’ high thinking ability about the art history. During the student-oriented teaching process, one can help students to construct the aesthetic training and experience about the art history through the criticism teaching method of discovering, communicating, introspecting, and six art history teaching steps.
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