碩士 / 國立臺灣海洋大學 / 教育研究所 / 98 / This study aims to enhance students’ senses of aesthetics by way of myth teaching. The main subject of the study is the higher grade elementary school students. After analyzing the process and results of myth teaching, the author classified the senses of aesthetics manifested by higher grade students and explored the methods to enhance their senses of aesthetics through myth teaching. A class of 21 sixth grade students at an elementary school in Keelung was selected for this study in the first semester of school year of 2009.
This study employs the action research method. The author devised myth teaching activities which were implemented after the assessment of expert teachers. In the study, pertinent data were collected through observation, literature gathering, videotaping, note taking and interviews, and the collected data were thereafter coded, translated and transcribed. Furthermore, data of each teaching activity which reflected the objective and method of this study were written in the form of introspective diary for introspection and interpretation. The data obtained were analyzed and compiled based on the study topics with the conclusions as follows.
A. The findings in designing activities for myth teaching with blended-in marine-aesthetics.
1. Students express marine aesthetics based on their recognition
2. Substitutions for marine situation can evoke students’ emotional resonances
3. The integrated activities can enhance students’ senses of marine-aesthetics effectively
4. Discussions with the scholars and expert teachers and the keeping of introspective diary helps modify and fine-tune the curriculums.
B. The findings in teaching courses of myth with blended-in marine-aesthetics.
1. Myth related content helps students expand various senses of marine-aesthetics.
2. Myth teaching helps students convey their empathy and judgment towards the leading roles in the stories.
3. The flexibility and variety of the courses of teaching helps uplift the learning atmosphere in the classroom effectively.
4. Teaching activities should be well connected to one another to deliver a whole and complete experience to the students.
5. Students’ senses of marine-aesthetics can be better described by qualitative measures.
C. Student’s learning of senses of marine-aesthetics.
1. Peaceful and harmonic learning situation helps students set free their feelings and imagination.
2. The diversification of teaching activities enhances students’ senses of marine-aesthetics.
3. Students’ senses of marine-aesthetics grow with the number of courses they receive.
4. The choice of teaching materials and media determines the number of observation aspects of students’ senses of marine-aesthetics.
5. The evoking of emotional feelings and imagination is decisive to students’ consciousness to live harmonically with marine.
| Identifer | oai:union.ndltd.org:TW/098NTOU5331005 |
| Date | January 2010 |
| Creators | Chun-lan Liao, 廖春蘭 |
| Contributors | Chin-Kuo Wu, 吳靖國 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 301 |
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