十二年國教藝術領域素養導向教材及教學模組之設計與發展

Development of Competency-Driven Materials and Instructional Modules for Grade 1-12 Arts Domain

教科書在教學實踐中扮演重要的角色，是教師課程轉化的重要媒材。本文旨在探討藝術教科書素養導向教材研發的原則，據以研發教材及教學模組：國小組以「數位科技應用」為主軸，單元名稱為「我？我！我們……」|國中組以「美感教育」為主軸，單元名稱為「發現臺灣之美」|高中組以「設計思考」為主軸，單元名稱為「就是那道光！──『燈』的設計思考」。本文採「設計為本的研究法」（design-based research, DBR），包含準備、設計、教學、評鑑與修正、推廣階段。文中提出藝術領域素養導向教材的設計原則以及研發重點，包括重視藝術領綱的解析與轉化、藝術素養導向意涵與重點的掌握，並兼顧教科書的排版與美感設計。教材及教學模組內容經過試教後，回饋調整藝術領域素養導向教材的設計原則及教材編製，以供藝術教師及教材編撰者參考。

Textbooks are integral to teaching practices and are important mediums for teachers to transform curriculum guidelines into an experiential curriculum. This paper explores the principles of approaches to developing art competency-driven materials through the following three instructional modules: 1.''Me? Me! We ...,'' which promotes the application of digital technology among elementary schools| 2.''Discover the Beauty of Taiwan,'' which focuses on the esthetic education of junior high school learners| 3.''Design Thinking of Making Lamps,'' which integrates arts with math, physics, and health and nursing subjects for senior high school learners. We adopted the design-based research (DBR) method comprising five steps: preparation, design, implementation, evaluation and modification, and publishing. This study proposes suggestions for art teachers and textbook editors' to help them transform curriculum guidelines of the art domain and develop art competency-driven principles, aesthetic design principles of textbooks, and trial teaching.