當科技與藝術相遇－科技教育微課程於藝術領域之實施研究

When Technology Meets Art-A Study on the Implementation of Technology Education Micro-courses in the Field of Art"

10.6306/JITE.202407_(17).0005

魏劭芳(Shao-Fang Wei)；張美珍(Mei-Chen Chang)

科技教育 ； 微課程 ； 藝術領域 ； Technology education ； micro-courses ； The field of arts

工業科技教育學刊

17期（2024 / 07 / 01）

90 - 112

繁體中文;英文

研究背景：科技教育旨在培養學生科技素養，然而小學採科技議題融入，無固定教學內容而導致學生科技素養之落差，本研究希望透過已發展完成的科技教育微課程有系統的實施教學，藉此涵養學生科技素養能力。研究目的：本研究國小科技教育「創意存錢筒」之微課程融入藝術領域教學，探討實施後學生在科技素養、動手操作課程之學習動機以及問題解決能力是否有所提升。研究方法：本研究以國小三年級學生共26人為研究對象，運用「創意存錢筒」微課程提供的教學影片，於藝術領域課程實施，引導學生透過影片學習知識，並依循影片製作步驟設計作品，實作過程中不斷測試與修正進而完成任務，藉此提升學生問題解決能力。課程實施過程中，教師透過學習單、學生自評互評表、學生訪談之質性資料以及教師自我省思與觀察日誌等方式蒐集與分析資料。研究發現：透過微課程影片實施教學，其具暫停、放慢速度或重複觀看之性質，於班級中達到差異化教學。從學生作品中發現主題課程實施對學生的問題解決能力與學習動機皆能有所提升，且在以下兩個部分達到顯著：（一）學生能測試與修正作品。（二）數學操作課程及美勞課的學習動機有提升。研究結論：科技教育微課程影片在國小中年級實施，採主題探究課程於藝術領域實施，有助於學生習得更完整的科技知識技能，根據研究結果提出以下建議：（一）簡短的影片能精準傳遞課堂知識，但中年級學生仍須教師實際操作引導。（二）可適切運用載具，讓學生依個人學習速度調整影片。（三）教師於課前指派微課程影片預習任務，課堂中充分掌握學生能力及教學節奏。（四）科技和藝術領域適合跨領域統整。

Background: The aim of technology education is to cultivate students' technological literacy. However, the integration of technological topics into primary education without fixed teaching content has led to a gap in students' technological literacy. This research hopes to systematically implement teaching through the developed technology education micro-courses, thereby enhancing students' technological literacy capabilities. Purpose: In this study, the micro-course of "Creative Savings Bank" in primary school technology education was integrated into the teaching of the arts domain. The research investigates whether the implementation enhances students' technological literacy, their motivation in hands-on operation courses, and their problem-solving abilities. Methods: In this study, 26 third-grade students from a primary school were selected as participants. Utilizing the instructional videos provided by the "Creative Piggy Bank" micro-course, the content was integrated into the arts domain curriculum. Students were guided to acquire knowledge through these videos and were instructed to design their creations following the video production steps. Throughout the hands-on process, they continuously tested, adjusted, and eventually completed their tasks, aiming to enhance their problem-solving skills. During the course implementation, data was collected and analyzed using learning worksheets, self-evaluation and peer-review forms filled out by students, qualitative information from student interviews, and reflective observations and journals maintained by the teacher. Results: Through the implementation of micro-course videos in teaching, the feature of being able to pause, slow down the speed, or replay fosters differentiated instruction within the classroom. From the students' works, it was observed that the introduction of thematic courses significantly enhanced both their problem-solving abilities and learning motivation. Specifically, two significant improvements were identified: (1) Students demonstrated an ability to test and modify their creations. (2) There was a notable increase in motivation for both mathematical operations and art courses. Conclusions: The implementation of micro-course videos on technology education in the intermediate grades of elementary school, especially when integrated into the art domain through thematic exploration, aids students in acquiring a more comprehensive set of technological knowledge and skills. Based on the research findings, the following recommendations are proposed: (1) While concise videos can effectively convey classroom knowledge, guidance from teachers for hands-on practice is still necessary for middle-grade students. (2) Appropriate devices should be utilized to allow students to adjust the video playback speed according to their individual learning pace. (3) Teachers assign pre-class micro-course video preview tasks to fully grasp students' abilities and teaching rhythm in class. (4) The fields of technology and art are suitable for interdisciplinary integration.