An action reseaerch on the appicaiton of fine art picture-books into children aesthetic appreciation teaching:a case study on senior pupils of Shi-dong elementary school

• Main Author: 謝宛蓁
• Other Authors: 蘇振明
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/58266586276088160610

碩士 === 臺北市立教育大學 === 視覺藝術學系視覺藝術教學碩士學位班 === 97 === Su Cheng-Min (2008), a fine art picture-book researcher, has ever said that “The picture-book is a paper gallery which has never closed the door. If you want to enter into it, please open the door firstly.” One important goal of art and humanities in the educational reforms of grade 1-9 curriculum is to improve the ability of children’s art appreciation and then carry out the foundation works of “Citizen esthetics”. Therefore, this research takes the seniors in an elementary school located in Shilin district, Taipei city as the objects. And try to use the key of fine art picture-book to open the door of students’ appreciation ability. The process of action research takes the fine art picture-book “Knock! Knock! Knock! Continuous challenges” as the sample of teaching exploration and expect to reach the following aims: (1) Discuss the correlation between Dewey’s esthetic sense education and children’s aesthetic education by studying bibliographies. (2) Discuss the design of the teaching strategies and practical strategies related to fine art picture-book appreciation. (3) Discuss the professional knowledge and attitude which the elementary teachers should have when carrying out fine art picture-books appreciation teaching. The research gather, sort and analyze data by studying bibliographies, teaching action research of appreciation art and etc. The conclusions are as following: (1) Dewey’s esthetic sense educational theory inspires the curriculum and teaching of children’s esthetic education. (2) The curriculum design of “the teaching of the fine art picture-book appreciation” can refer to the four phases including self-reading, collective appreciation, reciprocal discussion and extension teaching orderly and achieve the effect of full experience. (3) The teaching strategies of “the teaching of the fine art picture-book appreciation” may use the background materials of previewing documents appreciation method and the design of observation method to achieve the esthetic effect of esthetic sense experience and culture thoughts. Besides, Roles playing method can present the specific or abstract modeling consciousness of arts in the fine art picture-books. (4) In the activities of “the teaching of the fine art picture-book appreciation”, teachers should have knowledge related to children’s reading and art education to lead to the needs of children’s art appreciation studying. (5) In the activities of “the teaching of the fine art picture-book appreciation”, teachers should take students’ understanding and feedback seriously and then revise the teaching contents continuously.