Educational Research Journal



香港美術科教師的課程取向

2002.第17卷第1期(Vol. 17 No. 1).pp. 137–160
 

香港美術科教師的課程取向

Hong Kong Art Teachers’ Orientations to Curriculum

黃素蘭、張善培(So-Lan WONG & Derek CHEUNG)

摘要

雖然教師的課程設計信念會影響學校美術教育的質素,但學者們對於香港美術科教師的課程取向所知不多。本研究主要描述226位接受調查的美術教學工作者的課程取向。研究者在文中先界定四種適合應用於美術科的課程取向,即學術取向、社會取向、人文取向與科技取向,然後建立了30項問題以量度美術教師對四種課程取向的信念。從回收的數據顯示,30項問題都呈現高信度,並反映教師們對「人文取向」的認同程度最高;不過,他們亦不排斥其他三種課程取向。理論上,該四種課程取向是互相矛盾的,但在本研究中卻呈現正相關。此外,在不同組別與不同教學年資的美術教師而言,他們的課程取向在本研究中都呈現一致性。以上的研究結果與啟示都在本文作出討論。

關鍵詞:課程設計;課程取向;教師信念

Abstract

Although teachers’ beliefs about curriculum design affect the quality of art education in schools, researchers know little about Hong Kong art teachers’ orientations to curriculum. The study described in this article investigated 226 art teachers’ curriculum orientations. Four distinct orientations to art curriculum were identified and discussed: academic, societal, humanistic, and technological. A 30-item questionnaire was developed to measure art teachers’ beliefs about these four curriculum orientations. Analyses of teachers’ responses to the 30 items revealed that the data were reliable and teachers strongly believed in the humanistic orientation. However, art teachers generally did not reject the other three curriculum orientations. The four theoretically conflicting curriculum orientations were positively correlated. Furthermore, the curriculum orientations of art teachers working in primary and secondary schools or other institutions showed no significant difference. Also, the curriculum orientations of art teachers with different years of teaching experience appeared to be similar. Implications of these findings were discussed.