National Academy for Educational Research

　　本研究主要的研究目的有下列四項：1.瞭解目前各教育教育階段藝術領域／學科的實施現況與問題。2.探討十二年國民基本教育藝術領域／學科的理念與目標。3.規劃十二年國民基本教育藝術領域/學科課程的組織方式。4.建立十二年國民基本教育藝術領域／學科學習內容的架構方向與要項。本研究採取文件分析、焦點團體座談、深度訪談等研究方法，探討上述四項問題，提出整體性的研究結論與建議：1.目前各教育階段課綱之敘寫不夠明確，學生學習的成效不易掌握，中小學科目組成架構不ㄧ，高中階段藝術生活科的內涵有待釐清；2.藝術是情思的表現，具備複雜而多元的形式與內容，藝術教育宜從學科本質的理念來規劃，透過「藝術涵養與美感素養」的核心內涵，以「探索與表現」、「審美與溝通」、「實踐與應用」作為課程目標的主軸，發展課程的要素，且必須兼及社會文化發展的時代特質與相關議題；3.課程組織方面，宜強調「藝術與美感基礎核心素養」漸序發展的橫向聯結、階層與適量性，以及高中階段分殊適性發展的未來性；4.為考量學習之效度檢核，課程內容宜以「藝術與美感基礎核心素養」、「教材內容」及「表現標準」為架構要項，並強化多元、跨領域及專題探索的學習內容。希望此前導研究的成果，能完善十二年國民基本教育藝術領域／學科之綱要內容，作為未來十二年國民基本教育藝術領域／學科課程綱要研修之主要參考依據，以達成12年國教「適性揚才、終身學習」的課程願景。

　　There are four purposes for this study, which are: 1) To understand the practices and problems for art learning area in grades 1-12. 2) To explore the rationale and aims of art learning area for the 12-year basic education. 3) To outline the principles of curriculum organization of art learning area for the 12-year basic education. 4) To construct the frameworks for learning content of art education for the 12-year basic education. The methods are literature review, interview and holding focus group, workshop for the data collection and analysis in this study. After studying the four issues mentioned above, we establish a comprehensive research conclusion and suggestion as the follows: 1. Currently, the descriptions of each developmental benchmark across educational levels are not clear. Alongside, the core subjects are structured differently across elementary and junior high, while high school level's subject art and life needs further clarification. The current curricular outlines also limit the ability to assess student's learning across time. 2. Art is expression of emotions, with complex and variations of components and forms. Art education should be planned according to the disciplines' core ideal; through art and aesthetic attainment as the core concern to set up exploration and expression, aesthetic and communication, practice and application as the goals, curriculum development should focus on the socio-cultural landscape of the time by understanding relevant issues. 3. In terms of curriculum organization, fundamental art and aesthetic attainment should be emphasized and implemented developmentally. Discrimination in the high school level should depend on students' future development. 4. With the consideration of examining validity, curriculum content should be structured in terms of fundamental art and aesthetic attainment, curriculum content, and performance standard, with the emphasis on interdisciplinary projects.

　　We hope the findings of this pilot study can help perfect the discipline and educational standard of the subject art within 12-year Compulsory Education, and encourage learning for life and adaptive development.