碩士 / 佛光大學 / 產品與媒體設計學系 / 106 / In the Grade 1-9 Curriculum Guidelines, the basic concepts of arts and humanities indicates that "Art originates from life and also allimilate into our life. The way of life is the source of the growth of human culture." Therefore, art education should provide students with the opportunity to explore the essence of people, relationships and scenery in the environment of life . In this article, we designed a clay-creation course to foster the students’ emphasizes on oceans and seas by means of discussion on issues related to the marine environment. Students will learn to empathize with marine life through their experince of games, and understand the importance of protecting the oceans and tend to keep a healthy ocean ecosystem. The purpose of this study is to: (1) Explore the teaching design of "Themed Clay Creation Course of Marine Care" (2) Implement the "Themed Clay Creation Course of Marine Care"; (3) Analyze the performance of the "Themed Clay Creation Course of Marine Care";
After the literature reviews and twice experts-only focus groups, the action research was implenmented with 5E instructional teaching model. Through the marine themed lessons such as "Basic Skills Training", "Where Goes the Marine Debris," "Marine Fever," and "Nothing in the Ocean", the students will apply these techniques to create their final project of reflections. According to the teachers' observations, the parents' feedbacks, the students' learning evaluations and reflections and the research logs, the following conclusions can be drawn:
1. Selecting the videos that close to the students’ life will help to improve the students’ sensitivity and the to stimulate the students' emphasis on the marine environment.
2. During the game design process, teachers can observe whether the students
have the empathy. A fun game design will attract students to take the initiatives to get involved.
3. Students are encouraged to explore the modeling of marine life by themselves, so that students might meet with difficulties and teachers can conduct further demonstration and guidance afterwards to impress the students.
4. Providing timely reference pictures and videos of artists’ creations makes it easier for students to understand what reflection creation is.
5. The proficiency of the basic modeling techniques does not affect the students’ creative performances, but it will affect the elaboration of the works.
6. Using mind map for students to group discussions and creative thinking helps each group to find their consensus of creations.
7. Sketches on the paper of the same size as the platform of the artworks makes it easier for students to grasp the exact size and control the proportion of the works.
| Identifer | oai:union.ndltd.org:TW/106FGU00038002 |
| Date | January 2018 |
| Creators | CHEN, HUEI -JING, 陳惠菁 |
| Contributors | LO,KUANG-CHIH, 羅光志 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 174 |
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