毕业论文：符号学在艺术与人文课程运用之研究.doc

 PAGE 22 符號學在藝術與人文課程運用之研究 以義大利小學藝術教育為例 郭美女 國立台東大學音樂學系副教授 摘 要 九年一貫課程將「藝術與人文」納為七大學習領域之一，肯定了藝術教育的價值；其課程結構與設計發展均採取「課程統整」的精神與方式，對音樂、美術、表演課程進行融合和統整的改變，是一項 無先例可循的變革，不但改變了教師傳統教學模式，也賦予教師重新省思課程研發及教學設計的重要使命。 值得注意的是，新課程實施至今，已公佈的課程綱要，並無對這三種不同藝術，結合成為「藝術與人文」領域的歷史淵源或原因作基礎理論上的解釋。教師在沒有穩固的理論基礎之下所建構出的各種教學方式或課程，很難達到課程統整、教學與生活相結合、發展學校本位課程，或具有自編教材之能力等理想目標。 相對於「藝術與人文」課程所產生的各項問題，可參考義大利政府在1985年頒佈的「新綱領」（Nuovi Programmi），其以「符號學」為論點，將影像、音樂、肢體動作當作是一種「語言」，強調藝術教育是要建立兒童「文化初步認識」，而這種能力之建立需要涵蓋語文、視覺、聽覺和肢體動作等多種語言之學習；其教學活動注重「藝術」的感知與「人文」內涵之養成，科際的協同和課程之統整，以及生活環境、社會文化的互動關係，正符合我國「藝術與人文」學習領域課程之精神。 本研究依據我國小學「藝術與人文」領域課程所面臨之問題，探討義大利小學藝術教育課程理論與特色，以供教師和有關單位作為落實「藝術與人文」領域課程之研發和推動之參考。 關鍵詞：「藝術與人文」課程、課程統整、義大利小學藝術教育 Semiotics is the study of curriculum to make use in “Art Humanism”. Taking the Art Education in elementary schools in Italy as an example. Kuo Mai-Ney Abstract “Art Humanism” will be one of seven learning fields in this reformed education, which backs up the value of the Art Education. Constructing curriculum and the development of design select from the spirit and style of “curriculum integration”. For music, arts, performance courses, all of them integrate each other. Aforementioned coordinating curriculum is the biggest change which doesn’t have any the former example. Moreover, the teachers will rethink about the study of curriculum andteaching planning. Thus, the teachers have the important task to make the change come true. Yet it should be noticed that so far the new lesson planning has carried out the base of theory. Without stable theoretical “Arts Humanism” in learning fields which cannot find out the relative the base of theory, different kinds of teaching styles and lessons are really hard to called curriculum integration, related to teaching and daily life or developing school-base curriculum. Furthermore, the teachers have to make their own lesson plans. These are the goal to follow. In comparison with the questions of “Arts Humanism” of the elementary schools in our country, they