碩士 ; 藝術教育研究所 ; 電腦多媒體科技融入小學視覺藝術教學之研究 摘 要 本研究目的在於了解國小學生及教師，當運用電腦多媒體融入視覺藝術教學時，學生的上課反應及教師如何運用相關的資源來協助教學，為達此目的，本文試著探討下列問題，（一）教師如何運用現有教學資源，將電腦多媒體科技融入於視覺藝術課程教學？（二）教師與協同教學教師將電腦多媒體科技，融入於視覺藝術課程時，遭遇到的問題及解決方法為何？（三）國小高年級學生對於電腦多媒體科技，融入於視覺藝術課程時的上課反應，及其學習的情形為何？ 透過相關文獻探討，綜合目前許多資訊融入教學的理論與研究，發現當前研究探討主題，可分成四個面向：從資訊科技教育、教學媒體、教學資源以及研究成果等面向，並以之作為本教學研究課程設計架構，精心設計四個教學單元，來進行行動教學研究。 研究結論為： （一） 教師可從學校的支援、教師本身、同儕教師等去考量運用教學資源。教學時思考電子黑板、學生歷程檔案的收集與呈現…等，並運用相關教學策略，結合社區資源及學生生活經驗。 （二） 進行多媒體教學，須先考慮學校設備，學生特性及教學者所擅長領域。在教學中，並發現許多問題，如資訊倫理較薄弱…等。其解決之道，運用教學合作相關策略，並蒐集資料，當一位教材的研發者、蒐集者、整理者，以符合教學需要。 （三） 學生對於多媒體科技融入於教學的態度，是非常期待的，其反應先由好奇與觀望開始，隨著課程實施有趣，學習興趣高昂，加上教師適時引導，並提供生活化、趣味化、知識化的教材，才能吸引學生繼續學習。 總之，本研究反映出，實施電腦多媒體融入教學的一些狀況與反應。同時，發展一個適合當前電腦多媒體融入教學之教學模式，也可提供從事資訊融入教學者的一個教學參考。 ; Applying Multimedia Computer Technology in Elementary School Visual Art Teaching Abstract This study describes how a teacher integrates multimedia computer technology in visual arts teaching; it also documents students' reactions to the curriculum. The study explores the following questions: 1) How does a teacher make good use of existing resources and integrate multimedia computer technology into visual arts teaching? 2) What problems does the teacher encounter and what teaching strategies are used to solve the problems? 3) How do the sixth grade elementary school students react to this kind of computer-mediated art teaching, and what have they learned from this experience? Literature review helps to consolidate the action research design framework. Careful examination of existing theories and studies also help to inform the curriculum, which includes four teaching units. The conclusions of the research are as follows: （1）Teacher should make good use of teaching resources by considering what is available at the school level, at the teacher’s personal level, and from the teacher’s colleagues. Instead of using computer technology merely as an electronics blackboard, teachers can use multimedia technology as electronic portfolios, combine community resources, and connect the curriculum with student's life experience. （2）To carry on multimedia teaching, one must consider the school equipment, student's background and interests, as well as teacher’s domain knowledge. The research study documents problems such as classroom management, students’ weak understanding of ethical issues when utilizing online resources. The study therefore describes how to solve the problems. It also suggests that teacher can utilize cooperative teaching strategies and be a curriculum planner, resource collector, and class organizer. （3）Students respond to teaching with multimedia positively. Starting out with obvious curiosity and some hesitance, students’ learning interests soon are ignited. Teacher’s guidance at the right time along with good supporting materials that are funny, purposeful in nature, and connective to student’s life world, help them to learn in a deeper way. In sum, this research study reflects the teaching context, problems and solutions when a teacher integrates multimedia technology into his art teaching. The study develops a teaching model that fits the current educational reform trend, and provides suggestions for teachers who are interested in integrating computer technology into their teaching.