高中美術教科書教材組織內容探究—以「線條」單元為例

Content analysis of high school visual arts textbook organization—Focusing on lesson unit “Lines”

鑒於十二年國民基本教育課綱即將上路，教科書作為重要對應課綱之書面課程，符應素養導向之教材編寫是值得探究之課題。本研究目的即是針對美國與臺灣高中美術教科書個案進行比較分析。研究透過Bloom教育目標分類表（Bloom’s Taxonomy）進行線條單元內容分析發現，臺灣T版與H版教科書注重線條的定義，透過藝術作品闡述線條的形式表現與分類概念，因此偏重在藝術知識與概念之範疇探討。美國D版教科書學習目標層次涵蓋較廣泛。圖像與文字編排以生活情境切入，引導學習者思考線條知識與概念，再逐步帶入藝術程序性知識的學習。本研究建議因應十二年國教課綱素養導向，高中美術教科書編寫者宜思考情境脈絡之連結，引導學習者高層次之藝術目標，啓發藝術素養導向的學習表現。

 

Starting in 2019, Taiwan will implement the 12-year basic education. Research into how textbook content responds to competence-based curriculum guidelines is hence urgently critical. This research aims to examine the organization of high school art textbook curriculum. Using content analyses and case studies as methods, this research compares the lesson units on “Line” in the D textbook in the United States and the T and H textbooks in Taiwan. This research uses the revised Bloom’s Taxonomy to analyze the art textbooks’ contents. The findings show that both the T and H textbooks focus on the definition of line. In addition, they use artworks to explain how lines are used in artistic forms and how lines are categorized. More focus, therefore, is on examining artistic knowledge and concepts. On the other hand, D textbook covers a wider range of learning objectives. It starts with examples related to students’ everyday experiences, engaging students in thinking about concepts of lines, and then gradually interweaving art specific content into the curriculum. Our research suggests that Taiwan textbook publishers may consider offering students more opportunities to see how art connects to their everyday experiences. Based on the 12-year basic education curriculum guidelines, this research also suggests textbook writers to incorporate teaching strategies that may foster student’s higher-level thinking and competence in the arts.