Education Journal



視覺藝術科的「課堂學習研究」──學與教的新文化

2006.第34卷第2期(Vol. 34 No. 2).pp. 47–72

 

視覺藝術科的「課堂學習研究」──學與教的新文化

Learning Study in the Subject of Visual Arts — A New Culture in Teaching and Learning

黃素蘭(So-Lan WONG)

摘要

香港課程發展議會自2000年提出《學會學習:課程發展路向諮詢文件》以來,如何實施「學與教的新文化」,成為教師專業發展的重要課題。視覺藝術科亦不例外,這除了是課程名稱由過去的「美勞科」(小學)或「美術與設計科」(中學)統一修訂為「視覺藝術科」外,究竟教師知道要改甚麼嗎?

2003–2004年度,研究者透過6所中學10位視覺藝術科教師組成的3個視覺藝術科「課堂學習研究」(learning study)個案,發現教師對「學會學習」的課程改革路向仍然處於混沌期。最明顯的例子是,教師沒有察覺自己仍然以「教師中心」的思維來規劃和實施視覺藝術課程,很少為學生提供「學會學習」的空間。通過「課堂學習研究」的共同備課、互相觀課和教學評鑑,參與研究的教師深深體會教師「教了」不等於學生「學了」;要學生學會視覺藝術知識或評賞方法,教師必須相信學生有能力參與討論、解難和自我表達。

Abstract

Since the Curriculum Development Council published the consultation document Learning to Learn: The Way Forward in Curriculum Development in 2000, how to implement “the new culture in teaching and learning” has been an important issue to teachers’ professional development. Visual arts has no exception. Besides the name of art education has been changed from Art & Craft (primary) and Art & Design (secondary) to Visual Arts, do art teachers know what has been changed?

In the 2003–2004 academic year, through three cases of “Learning Study” in visual arts, which were done through 10 art teachers from 6 schools, the researcher discovered that teachers felt ambiguous of the meaning of “learning to learn.” The obvious example is that teachers did not realize they are still adopting teacher-centered thinking to plan and implement their school-based visual arts curriculum. They rarely provide room for “learning to learn.” Through collaborative preparation, peer classroom observation, and teaching evaluation in the Learning Studies, the teachers involved deeply learned that “being taught” by teachers does not mean “being learned” by students. In order to let students learn the knowledge of visual arts and methods of criticism, teachers must have the faith that students are able to discuss, solve problems by themselves, and express their own views.