建構理論對藝術人文教學的影響與實踐:以表演藝術賞析課程爲例

摘要

The purpose of this study is to explore the influence and practice of constructive teaching in humanity arts. The context of this article will begin with the nature of epistemology as an entry point. Then, from the content of arts, analyze the concept of learning and teaching of constructivism as well as the relationship and enlightenment of art appreciation. The research will annotate and revise the constructive teaching model of Driver & Oldham (1986) by involving social cooperative learning techniques and project based learning concepts for developing a suitable constructive teaching methodology of artistic essence for researchers. Finally, this paper will make practice from an appreciation of performance arts courses. The result of the research shows that both the growing knowledge in epistemology and the art's objective nature of learning correspond to each other, which are all based on the target stimulus and problem-posing guidance that enable them to pick up students' daily social experiences. Social cooperative learning demonstrates that students can adapt to various cultural backgrounds and changes in the dominant society, and different discussions and arguments will be able to enhance and build up one's own feeling and significance.