:::

詳目顯示

回上一頁
題名:視覺組織圖對師資生藝術課程設計能力之影響
作者:陳育祥
作者(外文):Chen, Yu-Hsiang
校院名稱:國立臺灣師範大學
系所名稱:美術學系
指導教授:陳瓊花
學位類別:博士
出版日期:2017
主題關鍵詞:師資生視覺思維視覺組織圖課程設計pre-service teachersvisual thinkingvisual mapscurriculum design
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:7
本研究旨在探討視覺組織圖像對師資生藝術課程設計能力之影響,了解(一)藝術領域師資生在背景因素控制情形下,在「視覺組織圖」介入後對藝術課程設計各構面之影響。(二)藝術領域師資生對於課程設計中運用「視覺組織圖」之成效態度與反應。研究設計以準實驗研究之不等組前後測設計,取樣對象為某大學藝術領域師資生兩個班級共39位學生,分成「實驗組」與「對照組」。前者於教材教法課程實施中增加視覺組織圖之「心智圖」與「概念圖」變項,後者則接受一般教材教法課程教學。研究者蒐集兩組師資生前後測相同主題藝術課程設計教案,透過專家評分比較組別師資生課程設計教案之「學習目標」、「學習內容」、「組織結構」、「學習活動」、「評量策略」各構面表現分數之差異,並透過課程實施意見問卷了解師資生對於課程實施方式運用「視覺組織圖」之成效態度與反應。
經調控「前測」與「背景變項」影響師資生課程設計分數之共變數分析結果指出,「有運用視覺組織圖」師資生之課程設計在「學習目標」、「學習內容」、「組織結構」、「學習活動」等面向專家評分分數顯著高於「無運用視覺組織圖」師資生。意見問卷顯示「有運用視覺組織圖」師資生主觀上對整體課程設計之成效與「無運用視覺組織圖」師資生並無顯著差異,但「有運用視覺組織圖」師資生更滿意課程組織結構之成效。綜合量化與質性分析結果指出,視覺組織圖介入顯著提升師資生藝術課程設計之效果,研究結果亦建議運用視覺組織圖是師資生學習藝術課程設計之有效工具,並宜精緻化視覺組織圖之運用策略。
This study aims to discuss the influence of visual maps on pre-service teachers’ ability of arts curriculum design. The purposes of the study include: 1. The impact of the application of visual maps on different aspects of arts curriculum design with the control of the background variables of the pre-service arts teachers. 2. The attitude and reaction of pre-service arts teachers toward the effectiveness of applying visual maps in their curriculum design. The study adopted a nonequivalent experiment control group design with pre-and post-tests. Two classes with in total 39 pre-service teachers of arts field from a university were divided into Experimental group and Control group. The teaching of mind maps and concept maps was added to the curriculum for the former, whereas the latter received normal teaching without the maps. The study collected the lesson plans of the same arts theme from the pre- and post-tests, and the lesson plans were further graded by the experts and scholars with regard to “learning objectives,” “learning contents,” “organization and structure,” “learning activities,” and “strategies for evaluation.” The scores from the pre-and post-tests were compared and analyzed, and attitude questionnaires were also given to probe into the pre-service teachers’ attitude and reaction toward the application of visual maps in the curriculum.
Results of the analysis of covariance, based on the adjusted means of the pre-service teachers’ curriculum design under the influence of pre-test scores and background variables, indicated that the pre-service teachers from the experimental group in aspects of “learning objectives,” “learning contents,” “organization and structure” and “learning activities” acquired significantly higher scores than that the ones from the control group. In addition, the analysis of attitude questionnaires suggests that while the pre-service teachers from the experimental group showed no significant difference from the ones from the control group in the subjective understanding of the effectiveness of applying visual maps in the curriculum design, they were more content with the structure and organization of the curriculum. The results point out that the intervention of visual maps indeed improves pre-service teachers’ ability of curriculum design, and the study also suggests that application of visual maps be adopted as an effective tool for pre-service teachers’ learning of curriculum design, and that strategies of applying visual maps be refined.
王文科(2007)。課程與教學論。臺北:五南。
王文科、王智弘(2014)。課程發展與教學設計論。臺北:五南。new window
王國川(2002)。圖解 SAS 在變異數分析上的應用. 臺北:五南。
王開府(2008)。心智圖與概念模組在語文閱讀與寫作思考教學之運用。國文學報,43,263-296。new window
王德育(1990)。創造與心智的成長。臺北:三友。
王麗雁(2008)。臺灣學校視覺藝術教育發展概述。載於鄭明憲主編,臺灣視覺藝術教育史(頁105-106)。臺北:國立臺灣藝術教育館。
王麗雁、鄭明憲(2011)。蛻變中的成長:臺灣藝術教育百年。美育,180,6-15。
余民寧(1997a)。有意義的學習︰概念構圖之研究。臺北:商鼎。new window
余民寧(1997b)。教育測驗與評量:成就測驗與教學評量。臺北:心理。
余民寧、陳嘉成(1996)。概念構圖︰另一種評量法。政大學報,73,161-200。
余民寧、潘雅芳、林偉文(1996)。概念構圖法: 合作學習抑個別學習。教育與心理研究,19,93-124。new window
吳明隆(2000)。SPSS統計應用實務。臺北:松崗。
吳清山(2006)。師資培育的理念與實踐。教育研究與發展期刊,2(1),1-31。new window
李坤崇(1999)。多元化教學評量。臺北:心理。
林曼麗(2000)。臺灣視覺藝術教育研究。臺北:雄獅美術。new window
林曼麗(2003)。藝術教育於21世紀教育中應有的角色。國家政策季刊,9,91-102。
林達森(2003)。概念圖的理論基礎與運用實務。花蓮師院學報,17,107-132。new window
邱文彬 (2003)。視覺思考及其教學觀的初探模型:認知發展與建構取向。藝術教育研究,(6),21-38。new window
張春興(1991)。現代心理學。臺北:東華。
郭禎祥、楊須美(1988)。以艾斯納(E.W. Eisner)「學術本位的美術教育」(DBAE) 為理論基礎探討現今我國國民美術教育。師大學報,33,1-5。new window
郭禎祥(1991a)。追求精緻的藝術教育-DBAE(上)。美育雙月刊,12,3-9。
郭禎祥(1991b)。追求精緻的藝術教育-DBAE(下)。美育雙月刊,13,23-28。
陳怡倩(2016)。統整課程設計的思維與趨勢。臺北:洪葉。
陳育祥(2016)。心智圖像策略運用於師資生視覺藝術課程設計之實踐探究。國際藝術教育學刊,14(2),142-160。new window
陳瓊花(1997)。安海姆(Arnheim)與高瓏(Golomb)對兒童繪畫發展理念之異同。美育,81,49-56。new window
陳瓊花(1998)。教育部委譯:美國藝術教育國家標準。臺北:教育部。
陳瓊花 (2000)。兒童與青少年如何說畫。臺北:三民。
陳瓊花(2001)。從美術教育的觀點探討課程統整設計之模式與案例。視覺藝術,4,97-126。new window
陳瓊花、伊彬(2002)。心理學與藝術教育, 黃壬來主編,藝術與人文教育(上冊)(頁155-183)。臺北:桂冠。
陳瓊花(2004)。視覺藝術教育。臺北:三民。new window
單文經(2001)。解析Beane對課程統整理論與實際的主張。教育研究集刊,7,57-89。new window
游光昭、蔡福興(2001)。電腦化心智繪圖在創造思考教學上之運用。生活科技教育,34(10),14-18。
游淑燕(2000)。課程統整【國家教育研究院學術名詞資訊網】。取自:http://terms.naer.edu.tw/detail/1314070/。
黃壬來(2006)。國際視覺藝術教育趨勢。載於黃壬來主編,2006全國藝術教育展藝術教育專題研討會論文集(頁9-38)。國立花蓮教育大學。
黃永和(1999)。課程統整的理論與方式之探討。新竹師院學報,12, 231-260。new window
黃政傑(1989)。課程設計的理論取向。教育研究集刊,31,291-313。new window
黃政傑(1997)。課程設計。臺北:東華。
黃政傑、吳俊憲(2014)。課程繪圖的理念、問題與展望。課程與教學季刊,17(3),1-22。new window
葉連祺、林淑萍(2003)。布魯姆認知領域教育目標分類修訂版之探討。教育研究月刊,105,94-106。
甄曉蘭(2001)。從課程組織的觀點探討統整課程的設計與實施。課程與教學季刊,4(1),1-20。new window
趙惠玲(2004)。後現代藝術教育思潮:視覺文化藝術教育。臺灣教育,628,14-22。
歐用生(1993)。課程發展的基本原理。臺北:復文。
蔡清田(2000)。課程設計【國家教育研究院學術名詞暨辭書資訊網】。取自:http://terms.naer.edu.tw/detail/1314073/
劉豐榮(1985)。艾斯納藝術教育思想研究。臺北:水牛。new window
Ahlberg, M. (1993). Concept maps, vee diagrams and rhetorical argumentation (RA) analysis: Three educational theory-based tools to facilitate meaningful learning. In Third International Seminar on Misconceptions in Science and Mathematics, 1-5.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Addison Wesley Longman, Inc.
Arnheim, R. (1954). Art and visual perception: A psychology of the creative eye. Berkeley, CA: University of California Press.
Arnheim, R. (1986). New essays on the psychology of art. Berkeley, CA: University of California Press.
Arnheim, R. (1987). The state of the art in perception. Leonardo, 305-307.
Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston.
Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. Teachers College Press.
Brinkmann, A. (2003). Graphical knowledge display–mind mapping and concept mapping as efficient tools in mathematics education. Mathematics Education Review, 16, 35-48.
Bruner, J. (1996). The process of education. Cambridge, MA: Harvard University Press.
Budd, J .W. (2014). Mind maps as classroom exercises. The Journal of Economic Education, 35, 35-46
Buzan, T. (1989).Use both sides of your brain, New York, NY: Plume Books.
Buzan, T. (2005). The mind map book: Unlock your creativity, boost your memory, change your life. Harlow. BBC Active.
Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological assessment, 6(4), 284.
Clark, G. A., Day, M. D., & Greer, W. D. (1987). Discipline-base art education: Becoming student of art. The Journal of Aesthetic Education, 21(2), 129-193.
D'Antoni, A. V., Zipp, G. P., Olson, V. G., & Cahill, T. F. (2010). Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?. BMC medical education, 10(1), 1.
Davis, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Higher Education, 62, 279-301.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.
Dewey, J. (1934). Art as experience. New York: Minton, Balch & Company.
Duncum, P. (1999). A case for an art education of everyday aesthetic experiences. Studies in Art Education, 40(4), 295-311.
Edwards, S. & Cooper, N. (2010). Mind mapping as a teaching resource. The Clinical Teacher, 7, 236-239.
Efland, A. D. (1995). The spiral and the lattice: Changes in cognitive learning theory with implications for art education. Studies in Art Education, 36(3), 134-153.
Efland, A. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York, NY: Teachers College Press.
Efland, A. (2003). Imagination in cognition: The purpose of the arts. The International Journal of Arts Education, 1(1), 51-66.
Eisner, E. W. (1965). Curriculum ideas in a time of crisis. Art Education, 18(7), 7-12
Eisner, E. (1989). Educating artistic vision. Reston, Virginia: The National Art Education Association.
Eisner, E. (1994). Revisionism in art education: Some comments on the preceding articles. Studies in Art Education, 35(3), 188-191.
Eisner, E. (1996). Is the 'art' of teaching a metaphor? In Kompf, M.(Ed.), Changing research andpractice: Teachers' professionalism, identities and knowledge, pp.9-19.
Eisner, E.(2002). The Arts and the Creation of Mind. New Haven: Yale University Press.
Flavell, J. (1985). Cognitive development. Eaglewood Cliffs, CJ: Prentice Hall
Fogarty, R. (1991). Ten ways to integrate curriculum. Educational leadership, 49(2), 61-65.
Gardner, H. & Winner, E.(1982). First intimations of artistry, In Strauss, G.(Ed.), U-Shaped Behavioural, New York, Academic Press.147-168.
Goodlad, J. I. (1979). Curriculum Inquiry:The study of curriculum practice. New York:McGraw-Hill.
Goodman, N. (1968). Languages of art: An approach to a theory of symbols. New York, NY: Hackett Publishing.
Goodnough, K. & Long, R. (2002). Mind mapping: A visual map for the pedagogical toolbox. Science Scope, 25, 20-24.
Griffiths, C. (2011). Grasp the solution: How to find the best answers to everyday challenges. UK: Proactive Press.
Gronlund, N. E. (1978). Stating objectives for classroom instruction. NY: Macmillan.
Harden, R. M. (2001). AMEE Guide No. 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123-137.
Jacobs, H. H. (2000). Upgrading the K-12 journey through curriculum mapping. Knowledge Quest, 29(2), 25.
Kemp, J. E. (1985). The instructional design process. New York: Harper & Row.
Kinchin, I. M., De‐Leij, F. A., & Hay, D. B. (2005). The evolution of a collaborative concept mapping activity for undergraduate microbiology students. Journal of Further and Higher Education, 29(1), 1-14.
Klein, M. F. (1985). Curriculum design. In Husen, T. & Postlethwaite, T. (Eds). The international encyclopedia of education. (pp.1163-1170). Oxford, England: Pergamon.
Kowalchuk, E. A. (1999).Examining beginning art teachers:Knowledge structures through the use of concept maps. Visual Arts Research, 25, 69-85.
Lowe, R. K. (1993). Diagrammatic information: Techniques for exploring its mental representation and processing. Information design journal, 7(1), 3-17.
Martin, D. J. (1994). Concept mapping as an aid to lesson planning: A longitudinal study. Journal of Elementary Science Education, 6(2), 11-30.
McDanlel, E., Roth, B., & Miller, M. (2005). Concept mapping as a tool for curriculum design. Informing Science: International Journal of an Emerging Transdiscipline, 2, 505-513.
McKim, R. H. (1980). Experiences in visual thinking. Boston, MA: PWS Publishing.
Mento, A. J., Martinelli, P. and Jones R. M. (1999).Mind mapping in executive education: Applications and outcomes. The Journal of Management Development, 18, 4.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge: Cambridge University Press.
Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27, 937-949.
Novak, J. D. (1998). Learning, creating, and using knowledge. New York, NY: Routledge.
Novak, J. D., & Cañas, A. J. (2006). The theory underlying concept maps and how to construct them. Florida Institute for Human and Machine Cognition, 1, 2006-2001.
Nunnally, J.C. (1978). Psychometric Theory. New York: McGraw-Hill.
Oliver, A. I. (1977). Curriculum improvement: A guide to problems, principles, and process (2nd Ed.). New York: Harper & Row.
Ornstein, A. C., & Hunkins, F. (1993). Curriculum: Foundations, principles, and issues. Boston: Allyn and Bacon,.
Parsons, M. J. (1987). How we understand art: A cognitive developmental account of aesthetic experience. Cambridge University Press.
Piaget, J., & Inhelder, B. (1971). Mental imagery in the child; a study of the development of imaginal representation (PA Chilton, Trans.). New York, NY: Basic.(Original work published 1966).
Posner, G. J., & Rudnitsky, A. N. (2006). Course design: A guide to curriculum development for teachers. New York, NY: Longman.
Pratt, D. (1980). Curriculum: Design and development. New York, NY: Harcourt Brace Jovanovich.
Rowntree, D. (1974). Educational technology in curriculum development. London: Harper & Row.
Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological bulletin, 86(2), 420-428.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Skilbeck, M. (1984). School-based curriculum development. London: Harper&Row.
Slotte, V., & Lonka, K. (1999). Spontaneous concept maps aiding the understanding of scientific concepts. International Journal of Science Education, 21(5), 515-531.
Spiro, R. J., Feltovich, P. J., Jacobson, M. I., & Coulson, R. L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In Duffy, T. & Jonassen, D. (Eds.), Constructivism and the technologyof instruction. 57-75. Hillsdale, NJ: Lawrence Erlbaum.
Starr, M. L., & Krajcik, J. S. (1990). Concept maps as a heuristic for science curriculum development: Toward improvement in process and product. Journal of research in science teaching, 27(10), 987-1000.
Stuhr, P. L. (1994). Multicultural art education and social reconstruction. Studies in Art Education, 35(3), 171-178.
Tyler, R. W. (1949). Basic principles of curriculum design. Chicago: The University of Chicago Press,.
Wheeler, D. K. (1967). Curriculum process. London: Hodder and Stoughton.
Wiggins, G. P. (1993). Assessing student performance: Exploring the purpose and limits of testing. Jossey-Bass.
Willerman, M., & Mac Harg, R. A. (1991). The concept map as an advance organizer. Journal of Research in Science Teaching, 28(8), 705-12.
Williams, C. G. (1998). Using concept maps to assess conceptual knowledge of function. Journal for Research in Mathematics Education, 414-421.
Wycoff, J., & Trade, B. (1991). Mind mapping: Your personal guide to exploring creativity and problem-solving. New York, NY: Berkley Publishing Group.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE