國小四年級「胡桃鉗」藝術統整課程應用故事中心模式之研究

The Application of Story as an Organizing Center in the

本研究配合九年一貫課程的實施，研究者應用故事中心模式，自行設計國小四年級藝術與人文領域「胡桃鉗」統整課程與教學活動，目的在探討「胡桃鉗」統整課程與教學應用故事中心模式的歷程，瞭解實施統整課程與教學後學生的學習表現，並提供統整課程與教學實施相關經驗供教師參考。本研究探行動研究，利用教室觀察、晤談和相關文件資料蒐集等三種方式產出研究資料，以探討學生的學習興趣和學習表現的改變情形，並提出說故事課程運用於「藝術與人文」領域之統整課程與教學的經驗，供教師參考。本研究提出的結論有（一）故事中心模式適用於藝術統整課程，（二）音畫課程宜視教學目標彈性運用影片，（三）教師的行動研究激發創意教學，（四）以多感官學習落實藝術教育生活化，（五）以多元評量展現學生豐富的藝術學習表現。依據結論本研究提出四點建議，（一）藝術課程宜增進師生互動對話的良好氣氛，（二）發展本土化的藝術與人文領域統整課程模式，（三）進行行動研究創新教學以提昇學生學習成效，（四）改變藝術與人文領域的評量目的與方式。

The purpose of this research was to solve difficulties arising from music teaching during the process of the action research. According to story as an organizing center， and operated the ＂Grade 1-9 Curriculum＂ in coordination， the researcher had designed the ＂nutcracker＂ Arts integrated curriculum in the fourth grades of elementary school. The method of the research was the action research， and used the three ways that was to explore the process of the ＂nutcracker＂ Arts integrated curriculum and teaching， the changing situations of the students' learning results and the teacher-student mutuality. These three ways-classroom observation， interview and the collected relative documents-were to produce the studied data. The results of this research can be summarized as follows: 1. It is appropriate to apply story as an organizing center in the ＂nutcracker＂ Arts integrated curriculum and teaching. 2. To flexibly adopt video in music-painting teaching. 3. To stimulate the teacher's teaching creativeness by action research. 4. To implement multi-sensory learning to promote student's arts literacy by connecting classical music to experiences of daily life. 5. To enrich students' arts performance by implementing multiple assessment， some suggestions of this research are provided.