反思寫作應用於藝術科系美術史課程之教學實踐

Teaching Practice of Applying Reflective Writing to Art History Course in University Art Education

10.6622/RAE.201912_(38).0002

張晴文(Ching-Wen Chang)

反思寫作 ； 反思日誌 ； 美術史教育 ； 深度學習 ； reflective writing ； reflective journal ； arts history education ； deep learning

藝術教育研究

38期（2019 / 12 / 01）

35 - 70

繁體中文;英文

本研究以藝術與設計學系修讀「臺灣美術史」課程之學生為對象，透過質性研究方法，以「5R反思層次」之反思寫作應用於美術史教學，探討其於美術史學習之影響，分析學生在美術史學習上的反思表現，並評估學生在學習取向上的改變。研究結果發現，學生在反思寫作之中確實能達成有層次之反思活動，提升學習動機與學習策略，達成深度學習之效。在深度動機的表現上，學生呈現出課餘時間主動學習的興趣，以及思考自我與歷史關係的內在驅動力。在深度策略的表現上，學生亦呈示出能運用經驗相關知識，探求對於知識的理解，且能思考自我與歷史間的關係的表現。綜合上述，反思寫作應用於藝術科系之美術史教學，有助於學生對於此科目之深度學習。

The purpose of this research is to examine the effectiveness of the ＂5Rs framework＂ for reflective writing, a pedagogical method for teaching art history. Qualitative methods are used to explore the results of reflective thought training, including shifts in the learning approaches of the students themselves. This survey concluded that reflective writing successfully demonstrates varying levels of reflective thinking and can increase motivation and improve learning strategies among art history students. This method not only enhances the students' intrinsic interest and commitment to their studies, but also encourages them to find connections to their own experiences and develop holistic understanding. Moreover, students may begin to consider relations between history and themselves. Based on the findings, reflective writing is helpful for promoting deep learning in art history.

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