Publication:

國民中學表演藝術課程實施現況調查研究

為了解台灣九年一貫課程實施後，國中表演藝術教師之教學現況、面臨的問題與其因應之道，本研究以訪談法，針對台灣北、中、南、東四區各3至5名國中專任表演藝術教師進行訪談，依據訪談結果歸納出下列結論：一、表演藝術教師對藝文領域整體態度趨向「同意」。二、各校推動表演課程之實施狀況：1. 九年一貫實施之後課程連貫性不足的現象，以國小升國中階段最為明顯，國中三年期間課程的連貫性較好；2. 一校一藝團的目標及訴求均已落實；3. 發展學校本位課程的目標各校尚在籌劃階段；4. 利用社區資源進行藝術教學在實施上有困難，但仍有部分學校及教師已執行；5. 教科書版本由各校之領域會議決定，藝術人文領域幾乎都是使用同一出版社；6. 課程實施至今學生大多喜歡表演藝術課程；7. 表演藝術教師在教學過程中均以實作與欣賞並重的方式進行藝術教學，同時融入六大議題及生活化課程，並落實課程統整與多元評量，亦會自行設計教材，但不常實行協同教學、編選補充教材、創新教學及自省的能力；8. 表演藝術課程實施至今教師所感受的問題與困境多為：軟硬體設備不足、教師兼任行政工作，影響教學時數；減少了備課及進修時間、經費缺乏的情況下藝術教育推行困難、配課問題造成教師教學上的困擾並影響學生學習權益、表演藝術有邊緣化的隱憂。根據上述主要結論，本研究分別對教育行政機關、學校行政單位、藝術與人文學習領域教師及未來研究者提出具體建議。

The main purpose of this research is to illustrate recent situation of art performance programs in junior high school and realize that how do performance art teachers face the present changes of art teaching environment. To achieve this research purpose, we involved in a detailed interview and survey which selected three to five junior high school performance art teachers from northern, central, southern, and eastern of Taiwan, respectively. Then, we conclude several critical results as following: 1. overall, performance art teachers tend to “agree” the recent educational policy and programs changed in the Arts and Humanities Learning Field; 2. the implementation of performing art curriculum among junior high schools; (1) after implementing Grade 1-9 Curriculum, we observe the lack of consecution among courses. The most apparent differentia happens between the interval of primary school and junior high school, yet we can simply see a better course consecution in the junior high school; (2) the idea of “One school,” One performance art community”is fully executed now; (3) the development of inimitable curriculums in each school is still at the planning stage; (4) even though it is tough to use community resources to implement the art curriculum, a certain portion of junior high school and art teacher have already approved this concept; (5) generally, text books are determined by field conference; (6) until now, we can figure out that most of students like the performing art curriculum; (7) teaching methods of performing art curriculum：few teachers tries to execute team teaching, however, it was hard to do; Most teachers stress both on practical and appreciative abilities to implement art program; each teacher should be able to design, selecting, innovating materials individually as well as making introspection periodically; with multiple assessments, Performance Art teachers can realize the students’study progress better; (8) the obstacle and difficulties to implement performance art curriculum: the lack of hardware and software will affect teaching quality and development of performance art group in schools; Enforcing art teachers to take side jobs in irrelevant departments such as administration division will reduce teaching hours, curriculums and self-training opportunities; the shortage of funds makes it difficult to implement Art education; problem causes teaching difficulty and harms students’right to learn more; under the pressure of higher education advance and the Basic Competence Test for junior high school students, performing art curriculum could be isolated. Based on the research conclusions, several suggestions for in-service seminars in future were made in the last sections.