互動媒體網站應用於國中生視覺藝術鑑賞學習之初探──以故宮〈清院本清明上河圖〉網站為例

A Preliminary Study on the Application of Interactive Media Website in Visual Arts Appreciation Learning in Junior High School Taking an example from the thematic website of the Qing court version of Up the River During Qingming in the Taipei Palace Museums

媒體的互動性趨勢，引領當代視覺藝術教學，新的動態發展之可能。互動經驗，應是於教學後能帶出牆外，延伸其所好之學習，統整學習經驗。鑑於推行數十年來的資訊融入教學形式，現今的視覺藝術學習場域，應善用媒體科技環境，走向資訊整合與科技應用的互動教學發展。本研究以故宮〈清院本清明上河圖〉的互動媒體網站，應用於國中視覺藝術鑑賞學習場域，採問卷調查與焦點小組訪談混合使用，除受測者學生外，也與協同本研究之視覺藝術教學者，進行訪談，探究媒體本身互動性、教學的互動應用，以及媒體、使用者與經驗三者間互動整體性。研究結果顯示，媒體本身互動的完備性不足，呈現媒體、使用者與互動經驗三者間，互動經驗被分割破碎，如此，提高教學者，互動課程準備的繁鎖性，與教學的複雜度，進而影響互動媒體應用，在視覺藝術鑑賞教學的意願，相對也阻礙學習者，進一步探究藝術價值意涵。此外，教學的互動經驗，乃具有影響學生學習藝術鑑賞動機，而且，更是延續學生鑑賞藝術學習的關鍵因素。因此，互動媒體設計緊繫學習者，在藝術鑑賞教學中，與課後延伸的經驗沉浸感，進而產生媒體、使用者與經驗三者間的互動整體性。綜觀研究結果，進而提出研究結論與建議，乃提供視覺藝術教育人員佐以參考。

The trend of the interactivity of media leads to a new development of contemporary visual art teaching. The interactive experience should be able to bring outside of classroom and extend and integrate the learning experiences. The present study applied the interactive website of The Qing court version of Up the River During Qingming in teaching students’appreciation of visual arts in junior high school. The current study used mixed questionnaire and focus group investigation. Both students and teachers who participated in the teaching and learning were interviewed. By doing so, the researcher could conclude the correlation between the interactive of technology, the teaching application of the technology, and the interactions of technology, participants, and experiences.
The results of the present study presented that the incompatibility of the technology increased teachers’working hours, the preparation of lessons, and difficulty of teaching. Therefore, it described the difficulty of teachers’preparation of lessons and even influenced their willingness of integrating technology to teach appreciation of visual arts. Moreover, it also blocked students’learning the value of arts. In addition, the experience of interactive teaching had influential students’motivation of learning appreciation of visual arts and the key factors of students’learning appreciation of visual arts. In conclusion, the integration of technology in interactive teaching is closely related to the immersive experience of students’in the art appreciation teaching and the extension of the after-school, and then internal transferred into the whole interactive of learning appreciation of visual arts. Looking at the results of the research, and presenting the conclusions and recommendations of the present study, it provided a reference for visual arts educators.