International education issue integrated into Art and Humanist Learning Area: An action research on the development of “Designing the mascot of Universiade” instructional project

• Main Authors: His-Hsin Hung, 洪西馨
• Other Authors: Nay-Ching Tyan
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/6g34q8

碩士 === 國立臺北教育大學 === 教育學系碩士班 === 101 === The purpose of this study was to develop an instructional project of international education issue integrating into Art and Humanist Learning Area. The researcher as a visual arts teacher, had adopted action research approach and taught visual arts including the design of the national flags and the national emblem of five Olympic host countries, as well as the introduction of the mascots as a theme. The research object was 41 sixth grade students from a private elementary school in a metropolitan city of northern Taiwan. Learning activities are designed for 20 40-minute sessions. By collecting and analyzing the data such as students’ international knowledge test, visual communication design ability assessment, classroom observation records, learning feedback sheets and teaching reflection notes, the researcher is able to explore the teaching and learning effectiveness of international education issue integrated into Art and Humanist Learning Area. In order to introduce the history, culture, people and background of Olympic host countries, their national flags, national emblems and mascots are presented, to guide students to gain more interests and knowledge in these countries’ culture, and to develop their international view. By learning the history and culture of Taiwan and Taipei, all aspects of elements of design, students were encouraged to design the mascot of 2017 Universiade. The study findings are summarized in the following conclusions: 1. The development of “Designing the mascot of Universiade” instructional project was based on four foundations such as “White Paper on International Education of primary and secondary schools in Taiwan.” 2. After the instructional project, students improved significantly on the international knowledge and visual communication design ability. 3. The researcher grew professionally on four things such as her improvement of the knowledge of five countries. She also had six reflections such as international education issue could be integrated into Art and Humanist Learning Area. Based on the above conclusions, the researcher has made five recommendations for teachers, such as when deciding the instructional theme, teachers could consider students’ needs, students’ interests, emerging issues and current affairs. The researcher also made one recommendation to future researchers, i.e., integrating teaching strategies and developing the media for international education.