集體藝術創作打開教學現場建構認知與多元智慧情意

Abstract

本教學實踐研究實施課程為共同教育通識博雅「跨場域藝術表達」，透過上、下學期不同的修課學生，在相同的課室單元課程和分別於不同的場域課(里山和里海）進行，課程架構主要分為三階段之各單元，第一階段於課堂內進行藝術與美學賞析與實務建構先備知識；第二階段移動教學現場至里山和里海場域踏查和紀錄；第三階段為教室內集體創作和總結課程，並於課程成果報告結束後進行問卷調查獲得教與學於認知、情意和技能的回應，做為判讀與檢證教學的依據。 本課程問卷分為三大主軸共66子題(含6題複選與簡述），其一為課程「認知」問卷，從基本資料含身分與不同系別可歸納出專業知識與先備知識對課程實施的影響外，以修課原因、研究知情同意的理解、修課前知識與認知，做為分析學生組成和修課因素，可能會影響課程實踐的原始因素及教學實踐可改善者；其二為本教學研究主要教學現場的「情意」，以場域課、打開多元智慧和集體創作實務，有關場域課程與改變教學現場之策略和教與學歷程的回饋；其三為經過課室內至課室外經循序安排的教學實踐，針對場域課的實施對集體創作的效益、修課後對藝術與美感的學習成效進行調查，做為課程進化和問卷設計的母本，以利未來持續實施課程與檢證成效。 The implementation of this teaching practice research course is the Common Education Liberal Arts “Artistic Expression Across Locations”, which is carried out by different students in the first and second semesters in the same classroom modules and in different locations (Caspian Hill and Caspian Sea). The course structure is mainly divided into three stages of each module, the first stage of which is to conduct the appreciation and practice of art and aesthetics to build up the knowledge in the classroom. In the second stage, we moved to the teaching sites of Lishan and Caspian Sea to investigate and record; in the third stage, we created and summarized the course in the classroom, and conducted a questionnaire survey to obtain the cognitive, affective, and skillful responses of the teachers and learners after the report of the course results, which was used as the basis for the interpretation and verification of the teaching. The curriculum questionnaire was divided into three main axes with 66 sub-questions (including 6 multiple choice questions and a brief description). The first questionnaire was a “knowledge” questionnaire about the curriculum, which was based on the basic data including the identity and different departments to summarize the influence of the professional knowledge and prerequisite knowledge on the implementation of the curriculum, and also used the reasons for attending the course, the understanding of the research on informed consent, and the pre-course knowledge and awareness to analyze the composition of the student body and the factors of attending the course, and to analyze the original factors and the ways in which teaching and learning could be improved; and the second questionnaire was a questionnaire to analyze the composition of the students and the factors of attending the course. Secondly, for the purpose of this pedagogical research, the “sentiment” of the main teaching site was used to analyze the feedback of the field course, the strategy of changing the teaching site and the teaching and learning process through the field course, the opening up of multiple intelligences, and the practice of collective creation; thirdly, through the teaching practice from inside the classroom to the outside of the classroom through the sequential arrangement, we conducted a survey to investigate the benefits of the implementation of the field course on the collective creation, and the effectiveness of the learning of art and aesthetic sense after the course. Thirdly, we conducted a survey on the effectiveness of the implementation of the field class on group creation and the learning effect on art and aesthetics after taking the class, which served as the motherboard for curriculum evolution and questionnaire design, so as to facilitate the continuous implementation of the curriculum in the future and to verify the effectiveness.