| Summary: | 碩士 === 國立新竹教育大學 === 人資處語文教學碩士班 === 95 === The goals of this study are teaching skill with copybook in calligraphy elementary school, investigation of suitable teaching strategies and methods and promotion of students’ recognition for stroke and structure of calligraphy.
In this study, Liu Gongquan’s Xuanmi Pagoda Inscription is taken as a model for calligraphy copybook. We have promoted students to learn more and realize more about inscriptions from reading Xuanmi Pagoda. Simultaneously, we have solved difficulty in teaching calligraphy with copybook and upgraded the professional knowledge about teaching skill.
In this study, the researched subjects were thirty students in fifth grade seventh class of Chengpeng elementary school. Under action research method, students experienced fifteen-week long learning.
The conclusions of this study are as follows.
I. About teaching strategies and methods with copybook
(i) The teaching procedure of making stroke copies is stated below.
associated memorization of outline -> practices of outline drawing on the blackboard -> cooperative revision by teacher and students -> practices of describing core by students -> writing demonstration and explanation by teacher -> describing cores by facsimile -> writing strokes by imitation
(ii) The teaching procedure of making structure copies is stated below.
The key points in recognition of character structure are:
entirety -> locality -> entirety
During class, the progress is as following:
Structure recognition ->formative evaluation -> practices of describing core by facsimile -> practices of describing contour by facsimile -> writing by imitation
(iii) Appling formative evaluation is helpful for teacher and students to know the effectiveness of learning and thus improve the defects.
(iv) Metacognition is applied to help learning calligraphy with copybook.
(v) Multimedia and computer are combined and then applied to help learning calligraphy with copybook.
(vi) Technical supporting practices help enhance recognition via learning.
II. Teaching calligraphy with copybook promotes students’ recognition for stroke and structure of calligraphy.
III. Upgrading students’s Knowledge about Liu Gongquan’s Xuanmi Pagoda Inscription
(i) Using stories about calligrapher to introduce to inspire students’ learning interest and motivation.
(ii) The specialty of Liu’s calligrapher will be manifested under comparison of Yan’s and Liu’s styles.
(iii) Via comparison of copybooks, we can understand styles of inscriptions. Then, based on the ability of reading copybook, we can get into comparison of styles.
Finally, according to our research results, we have recommended some concrete suggestions. And we believe these suggestions will be beneficial for teachers, students and future researchers.
|
|---|
