The Use of a Diagnostic Profile in Assessing the Art Understandings of Taiwanese ESL Students_

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題名：	The Use of a Diagnostic Profile in Assessing the Art Understandings of Taiwanese ESL Students
書刊名：	藝術教育研究
作者：	馬丁‧福客
作者(外文)：	Forker, Martin
出版日期：	2014
卷期：	27
頁次：	頁101-142
主題關鍵詞：	藝術評量；藝術教育；診斷剖析；跨領域課程；Art assessment；Art education；Diagnostic profile；Interdisciplinary course
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:1 點閱:12

本論文採用 Stavropoulos（1992）「以口頭回應藝術作品的藝術認識診斷剖析」（DP）做為評量英文系學生修一學期西方和亞洲藝術的跨領域課程後之藝術認識。運用DP 評量四向度（描述、形式、詮釋和歷史）分析學生對圖像的書面回應，結果顯示學生多種較低階的藝術認識。形式向度方面，許多學生成功運用藝術知識，以設計元素和原理來分析藝術品；詮釋向度，許多學生使用知識尋找策略尋找藝術認識；大部份學生在歷史向度並未取得高分；每個向度皆發現回應錯誤、不合邏輯或藝術判斷能力幼稚、模糊地描述畫作；亦明顯缺乏支持性判斷、美學推論、描述性訊問、延伸或挑戰藝術歷史家、有力的論調評論藝術等。有幾位學生的圖畫則印證了Howard Gardner 的空間智能觀念。總之，研究結果建議跨領域課程可提供給學生有用的知識庫來發展藝術教育。

以文找文

This study uses Stavropoulos’ (1992) “A Diagnostic Profile of Art Understandings Based on Verbal Responses to Works of Art (DP)” to evaluate ESL students’ understandings of Western and Asian art during a one-semester interdisciplinary course. Stavropoulos’ DP uses four dimensions to assess student’s verbal and written responses to imagery: descriptive, formal, interpretative, and historical. The findings reveal that the students gave multiple lower-order descriptive art understandings. Within the formal dimension, many students successfully developed their formal art knowledge-base as many analyzed artworks in terms of elements and principles of design. Within the interpretative dimension, many students employed knowledgeseeking strategies in their search for understanding. Most students’ responses did not score highly within the historical dimension. There is evidence of students giving incorrect appraisals, illogical findings, immature judgment, and nebulous or unclear statements within each dimension. It is also palpable that there is a scarcity of responses which provide supported judgment or aesthetic reasoning, descriptive questioning, extending or challenging the art historian’s or the art critic’s description of the work through convincing argument. Several of the students’ drawings demonstrate Howard Gardner’s (1983) notion of spatial intelligence. Overall, the findings suggest that the interdisciplinary course provided students with a useful knowledge-base for developing their art education.

以文找文

期刊論文
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會議論文
1.	Confrey, J.(1987)。Misconceptions across subject matters: Science, mathematics, and programming。New York, NY：Cornell University。81-106。

學位論文
1.	Forker, M.(2002)。A Diagnostic Profile of Art Understandings and Social Attributions Based on Written Responses to Conflict Imagery(博士論文)。Queens University of Belfast，Northern Ireland。

圖書
1.	Chapman, L. H.(1985)。Discover art。Worcester, MA：Davis。
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其他
1.	Graves, D.(2013)。Copying the masters，http://www.florenceacademyofart.com/news.php?id=10&r=f。
2.	New York State Education Department Office of Bilingual Education and Foreign Languages Studies(2010)。Art as a tool for teachers of English language learners，http://www.p12.nysed.gov/biling/docs/Art_as_a_Tool-for_Teachers.pdf。

圖書論文
1.	Feltovich, P. J.、Spiro, R. J.、Coulson, R. L.(1989)。The nature of conceptual understanding in biomedicine: The deep structure of complex ideas and the development of misconceptions。The Cognitive sciences in medicine。Cambridge, MA：MIT Press。

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