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[[abstract]] 本研究基於後現代主義、文化人類學、藝術社會學、多元文化觀的理論為基礎，旨在了解本土文化自覺與藝術課程之關係。並探討、了解以本土文化自覺為導向的藝術課程實施之教學結果。 本研究以台中市衛道中學隨機取樣高一89名學生為研究對象，分三個階段實施。第一階段，以本土文化自覺為導向的藝術課程進行教學，透過觀察研究，了解本課程之實施狀況。第二階段於教學後，給予89名學生施測，藉由問卷調查了解課程之實施結果。第三階段，從89名學生中，選取16人為研究對象，進行訪談，以深入了解該課程之實施結果。並藉由兩名資深美術教師為觀察人員，在課堂上進行實際課堂教學之觀察，並由研究者訪談其觀察課程教學內容與教學之相關問題，以便進行質與量並重之教學行動研究。 透過該研究發現，因政經社會背景因素的脈動，導致台灣本土文化的複雜與多元，在這文化變遷快速時代，難免造成文化認同的迷離與空虛，以本土文化自覺為導向之藝術課程，有其教育的必要性。在藝術課程中加強透過對文化自覺之議題，讓學生反省不同時空、不同文化內涵所表現的意識型態，確實能做為文化改觀與發展之基石，以建立本土文化的特色。要落實本上文化自覺為導向之藝術教育課程，有待藝術教師改變即有成見，族群意識型態的束縛，以多元、宏觀的態度進行課程之設計與教學。 研究結果同時發現透過文化自覺的課程教學，學生能以包容多元觀點因應探索當代複雜多元的時代，並接受文化的差異性，亦可藉由各地區文化意識的凝聚，從多變的歷史與人文，環境與生態的情懷中了解更深層文化意涵，因而落實本土文化意識，進而找到文化的認同。
[[abstract]] This research is based on the theories of post-modernization, cultural anthropology, artistic sociology, and multi-directional cultural viewpoint, and the purpose of this research is to realize the relation between localization based instruction and curriculum in art education. Furthermore, it is to study and understand the teaching result of curriculum in art education. This study is implemented by three phases attending with two classes of first-grade students studying in Senior Dept. of Wei Dao High School. The first phase is to proceed the teaching of curriculum in art education -localization based instruction, and through observation, the result of implementation can be studied. In the second phase, after teaching, 89 students received a test, and the implementation result is realized from questionnaires. In the third phase, randomly optional 16 students among two classes received an interview visiting to realize further about the result of implementation. Besides, observers in the classes will be interviewed to communicate with content of courses, teaching, and related questions so as to achieve a teaching performance emphasizing both quality and quantity. Through this research, we discover that different factors on political, economic, and social influence result in complication and multi-direction of local culture in Taiwan. In such a fast change for culture, a void lost and empty on acknowledgement will be created, so it is an essential for teaching the curriculum in art education with localization based instruction. In the curriculum, we emphasize on localization based instruction to let students review different space and culture instruction mode so as to root for cultural development and change as well as set-up the characteristics of local culture. The implementation of curriculum in art education with localization based instruction must be specifically operated by the artistic teachers, and they shall be equipped with multi-directional idea and broad view to proceed for curriculum design and teaching. From the result of this research, we also discover that through curriculum in art education with localization based instruction, students can research on modern complicated time with tolerate and multi-directional viewpoints, and they can accept the difference on cultures. By means of concentration of every localized culture, and from their sentiment to the changeable history, culture, environment, and ecology, etc. to realize the deeper meaning of the culture resulting in acknowledgement and implementing on the localized culture.