應用龍形象徵圖騰於國小藝術課程之行動研究

The Action Research of Art Curriculum in Elementary School by using Dragon Shape Symbol Totem

本研究旨在以龍形象徵圖騰建構國小藝術課程，並藉行動研究方法探究學生的學習歷程。歸納下列幾點結論：
一、生活經驗出發，龍即存有連結
透過象徵圖騰的課程，龍與藝術創作的關聯性意義，讓「龍」不僅真實 「存有」亦和學生產生生命經驗的「連結」。
二、龍形創意發揮，詩性智慧創生
以不同素材鼓勵學生創作龍形作品，藉此歷程去拓展其思想、意象和知覺，將期待投射於美學經驗，創生詩性智慧的實踐，豐富了學生的洞見與想像力。
三、命名產生意義，擬人投射情意
透過命名、編寫故事、角色扮演，擬人化學校的龍形象徵圖騰，學生與龍具現了情感依附與內心期待，獲得創作投射的滿足愉悅。
依據上述研究結果，提出對課程、教學、教師及學生等後續研究等建議。

The purpose of this study is to construct an art curriculum for elementary schools by using the dragon shape symbol totem, and to explore the learning processes of students through the way of action research. The major conclusions are as follows:
1.Starting from life experiences, a connection exist with the dragon.
Through the curriculum of the symbol totem, the meanings between the art and the dragon not only exists but also relates to the experiences of the students＇ life.
2.The dragon-shape figure assisted to the originality and poem wisdom of students. Encouraging students to create dragon-shaped work not only expanded their own thinking, images and consciousness, but also enriched their opinions and imaginations with the practice of poetic creation.
3.The Naming Process creates new meanings, and is further affected by personification. With Naming Process activities such as making up stories, role playing and personification with dragon shape, students combined the affections and expectations and gained pleasure from creating.