| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 102 === Visual Arts classes in junior high school students to enhance self-identity─Action Research integrate Critical Thinking Teaching Model
Abstract
The purpose of this study is to explore the effects of Critical Thinking Teaching Model of Visual Arts lessons on students’ Self-Identity in junior high school. The study select two eighth grade classes in Taoyuan County. This study used action research .These students all take two classes of Visual Arts lessens study a week for three weeks, but are divided into two groups: Experimental group is taught in critical thinking model, and Control group is taught by the ordinary teaching model. The instruments including the Increasing self-identity of junior high school student Scale are used for data for pre-and post-tests analysis, and then doing quantitative research. Qualitative research is supplemented by Teach University Calendar and interviews. The multiple role of researcher were the designer of the lesson, the teacher and the Director Of Academic Affairs. The teacher integrating concepts, developing infused Visual Arts lessons, teaching, reflection, and revising; and Visual Arts lessons designing , revising, putting into practice, and self-criticism.
Based on the analyzed data, the results of the study were as follows:
1. Critical Thinking Teaching Model is suitable for Visual Arts lessons in junior high school. In qualitative research, experimental group students said this model based on dialog and discourse could question about biases and faults in the opposition’s arguments.
2. Critical Thinking Teaching Model is better than the ordinary teaching model for junior high school students. It has significant effects on self-identity which analyzed by One-way ANCOVA. In qualitative research, experimental group students said that accepted teaching method of Critical Thinking Teaching Model.
3. The critical thinking ability has significant effects on self-identity. The ability of critical thinking has significant effects which analyzed by One-way ANCOVA. In qualitative research, experimental group students said that could question about biases and faults in the opposition’s arguments, and more honest, reflective to express themselves.
4. Regarding to the teacher, the ability for carrying out the infused Visual Arts lessons could be gradually promoted, and also improved teacher ─ student behavior through instructional design and teaching method.
According to the above results, the study will offer suggestions about Critical Thinking Teaching Model into Visual Arts lessons in junior high school, and future researches.
|
|---|
