符号学在艺术与人文课程运用之研究方案.docVIP

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。 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 can refer to the government of Italy that announced “Nuovi Programmi” in 1985. It points out “Semiotics” which emphasizes visual aids, music and body language as a language. Teaching activities reinforce recognition, the meaning and technology to integrate together. In addition, sourrings and social culture interact each other. The st