希望感融入國小五年級視覺藝術課程對學生希望感影響之研究

Effects of Infusing Hope Theory into the Fifth Grade Visual Arts Curriculum

本研究目的在探討：一、分析園小五年級視覺藝術課程教材 內通與希望感的關係，並設計「希望感融入視覺藝術課程」。二、 評估「希望感融入視覺藝術課程」實施後，學生希望感改變的情 形。三、根據教師教學省思札記，對「希望感融入視覺藝術課程」 提出改進之建議，做為視覺藝術教師與未來研究者之參考。 本研究主要以準實驗研究中之等組前後測設計進行研究，研 究對象為國小五年級之兩個班級，包含：實驗組28 人、對照組28 人，兩組皆由研究者自身擔任教學者。研究工具包括：一、研究 者自編之「兒童希望感量表」，用以收集量化資料並做單因子共變 數分析。二、「希望感融入視覺藝術課程」學習單。三、學生創作 作品與教師教學省思札記。之後，作者將透過上述各項工具所收 集的資料文本中，辨識與分析這些學生的學習成果，並進行彙整 與編輯，以確實檢視「希望感融入視覺藝術課程」教學後，學生 學習與其希望感之影響情形。 本研究結果如下：一、國小五年級視覺藝術課程教材內涵能 與希望感相互融合的部分，包含：藝術家的生命故事、觀察體悟植物堅韌的生命力、由瞭解各行各業中遇見未來希望角色與以互助合作的陣頭表演，來激勵學生希望意志等。二、「希望感融入視覺藝術課程」實施後，實驗組學生在希望感的表現上優於對照組，達顯著差異，可見該課程具提升希望感之效。三、對視覺藝術教師與未來研究者提出適切建議。

The purposes of this sh1dy are as follows: (1) Analyze the relationship between the Fifth Grade Visual Arts textbook and the Sense of Meaning and Hope， then design a series of visual arts curricula， encompassing the concept of Sense of Meaning and Hope. (2) Evaluate changes among students who were involved in the designed courses. (3) Make recommendations for improvement of the Visual Arts curriculum， using the abovementioned concept， based on teachers ' reflection notes， as references for art teachers and future researchers. This was a quasi-experimental study using the method of peer group pretest-posttest design. The experimental group and control group， each of which comprised 28 pupils， were taught by a researcher. Research tools included: (1) a self-made scale of ＂Children Want a Sense of Scale＂ to collect quantitative data and the AN COVA analysis; (2) a study list of ＂sense of meaning and hope into the visual arts curriculum;＂ (3) and the students' creations and the teacher's reflection notes. Then， by analyzing the above resources， the writer could understand and find out the real impacts of meaning and hope on the students' senses. After that， information text was collected using the various tools described above， for identification and analysis of the students' learning outcomes， archiving and editing to really examine the students and how their sense of hope impacts the case， after teaching ＂A Sense of Hope in the Visual Arts Curriculum.＂ The results of this study are as follows: (1) The materials of the Fifth Grade Visual Arts curriculum could just be partially merged with some courses， which were designed with the concept of sense of meaning and hope， such as: the artist's life story; observing activities of various plants' growth processes; meeting all kinds of workers to learn about their careers， and viewing operating performance troupes for inspiring students. (2) Courses with ＂A Sense of Hope in the Visual Arts Curriculum＂ show students in the experimental group exhibited the sense of meaning and hope more efficiently than students in the control group did， even leading by significant differences. Therefore， it shows the courses may work and have had a great effect. (3) Finally， based on the above findings， the writers expect to offer valuable recommendations for visual arts teachers and future researchers.