艺术与人文领域课程设计理论与实务之探讨.docVIP

藝術與人文領域課程設計理論與實務之探討 The Nine-Year Consistent Curriculum: A Study of the Theory and Practice in the Arts and the Humanities. ?(本文取自?.tw/edu9/theroy01.htm) 林玉山 Lin Yu-San. 國立彰化師範大學美術系 Department of Art, National Changhua University of Education. ? 摘要 藝術與人文課程，在新世紀教改工程中，已明確地被列為國民教育九年一貫課程培養國民十項基本能力的七大學習領域的重要環節。從九十學年度陸續開始實施，為因應新的變革與本系師資培育之需求，撰寫本文作為今後藝術與人文課程統整及教學之參考。 因此擬透過九年一貫課程改革理念，藝術與人文學習領域精神內涵，訂定探討的重點如下：藝術與人文基本理念，意義、範圍、內容與特質之分析；課程目標精神與內涵；分段能力指標，三大主軸、四個學習階段、三個層面所要達到的關鍵能力，以及與十項基本能力關係的分析；課程實施要點，課程設計教材編選、教學設計、教學方法、教學評量等原理原則。並從藝術課程設計理論的研究，提出可行的課程架構與教學設計的模式，以便對即將開始實施的藝術與人文領域的教學有所裨益。 ? 關鍵字：九年一貫課程、藝術與人文領域、課程設計、學校本位、課程統整。 ? Abstract In Taiwan’s new educational policy for the 21st century, the ‘Nine-Year Consistent Curriculum’, the course ‘Arts and Humanities’ has been agreed to play important part. It has been practiced in schools since fall 2000. This thesis’s purpose is to serve as a reference for curriculum integration and teaching of the course. The hope is to promote its adoption and provide assistance in teacher training. Within the scope of the Nine-Year Consistent Curriculum course and the content taught in the arts and humanities in schools, this thesis covers: (1) Analysis of the idea, meaning, range, content, and characteristics of the Arts and Humanities course. (2) Analysis of the key learning of each ability grade（分段能力指標), the three mainstreams, the four learning steps, and the three learning levels, and the relationship between them and the ten basic abilities. (3) Overview of practical aspects of teaching the course, curriculum design, teaching methods, student evaluation, and so forth. A practical framework and design for teaching the course is also presented. ? Keywords: Nine-Year Consistent Curriculum, ‘Arts and Humanities’ learning field, curriculum design, school-based, curriculum integration 壹、前言： 民國八十七年九月三十日，教育部公佈「國民教育九年一貫課程綱要」草案開始，我國為因應邁入二十一世紀的教育改革工程正式開始積極進行，除了明確訂定開始實施的時間，也具體規劃出今後國民教育階段新課程的內涵與精神。「藝術與人文」的學習，在此次新世紀教育改革中，明確地，被列為國民教育九年一貫課程，培