Research on cross-disciplinary aesthetic education collaborative action: art teacher training story @ Donghua University

Professor Luo Meilan, Department of Arts and Creative Industries, National Dong Hwa University

1. Preface

The "Interdisciplinary Aesthetic Curriculum Research and Development Project for Secondary Schools" promoted by the Ministry of Education and National Taiwan Normal University uses Guofeng Junior High School as an important curriculum research and development base in Hualien, a city with beautiful mountains and rivers. It is led by the experienced and outstanding teacher Tang Xiangying Taking the lead, starting from the field of visual arts, inviting cross-field subject teachers to participate in curriculum planning and teaching. The implementation period of cross-field aesthetic education is from September 2014 to June 2018. One cross-field course is developed every semester. At present, aesthetic courses in Chinese, history and geography, English, citizenship, nature, mathematics and other fields have been completed. This year, we hope to Able to compile teaching and research results and publish special books.

The author is fortunate to serve as an advisory committee member in this project, accompanying the growth of aesthetic education in the Hualien area. When Teacher Tang was willing to publish a special book to share the research and development results of cross-field aesthetic courses, the author happily took up the important task and invited the teacher training students in the visual arts field of National Dong Hwa University to participate. During the book compilation process, he interacted closely with Teacher Tang, learned and passed on Valuable curriculum development and teaching experience.

The author regards this book compilation task as an action research on art teacher training. I choose meobook as an online editing tool and develop a cloud sharing strategy to help Teacher Tang realize his ideal. At the same time, it also leads teacher trainees to in-depth experiential learning. The application has been With artistic experience and art editing foundation, operate unfamiliar editing software, explore the key points and teaching connotations of the courses developed by Teacher Tang, understand the content by analyzing rich materials (lesson plans, worksheets, classroom images, etc.), and then use the newly acquired Software technologies are compiled.

Based on the above research background, the purpose of this study is to conduct collaborative action research on pre-service teacher training and in-service teachers, integrate the theory and teaching practice of cross-field aesthetic education, compile cross-field aesthetic education cases into e-books, develop cloud co-learning strategies, and cultivate visual Art education talents.

2. Cross-field aesthetic curriculum development and pre-service teacher training collaboration

"Cross-disciplinary aesthetic curriculum development" is led by teacher Tang Xiangying from the visual arts field of Guofeng Junior High School. "Pre-service teacher training collaboration" is led by the author and the art teacher training students of National Donghua University collaborate with Teacher Tang to adopt collaborative teaching action research. Let frontline teachers interact with teacher trainees and pass on curriculum development experience.

Cross-Disciplinary Aesthetic Education, referred to as CDAE (Cross-Disciplinary Aesthetic Education), cross-disciplinary aesthetic courses refer to the use of art media, art concepts, aesthetic elements and art resources as media, resources and strategies to activate, assist and integrate the learning of other disciplines and the main axis to construct an arts-based cross-disciplinary curriculum (Zhao Huiling, 2016). The promoter of cross-disciplinary aesthetic education at the junior high school level in Taiwan's Eastern District is teacher Tang Xiangying. From 2014 to 2018, he implemented the Ministry of Education's cross-disciplinary aesthetic curriculum research and development plan for five consecutive years, integrating Hualien's natural and humanistic resources into various subject areas in Guofeng Junior High School. Integrating it into curriculum activities allows students to cultivate their sense of beauty and connect them with the resources around them, hoping to cultivate students' love and care for the local development of Hualien. As Teacher Tang said:

The cross-disciplinary aesthetic course combines briefings and paintings on Hualien's natural and humanistic resources into course activities, guiding students to explore the natural wonders and history and culture of their hometown as a starting point, and then extend the design of badges and badges with artistic themes related to Hualien. , cards, playing cards... and other cultural and creative products, allowing students to cultivate their sense of beauty and connect with the resources around their lives, and develop their personal values of caring for Hualien and loving their hometown.

Starting from his personal expertise in art teaching, Teacher Tang invites teachers from different subject areas to jointly develop cross-disciplinary aesthetic education courses every semester. Each cross-domain course teaching plan is developed through teacher lesson preparation research meetings, teacher teaching enhancement workshops, and teaching observation meetings to design the curriculum and implement teaching. At present, the development of aesthetic courses in Chinese, history and geography, English, civics, nature, mathematics and other fields have been completed. The summary and analysis are shown in Table 1.

Table 1 Case Study of Interdisciplinary Aesthetic Courses in Hualien Guofeng Junior High School

Analyzing the course themes of each semester, it can be seen that Teacher Tang has been developing a series of courses with local characteristics over the years, and can apply them cross-domain according to the characteristics of the subject. As Teacher Tang said, "I try to activate subject teaching and transform the original relatively "The integration of learning experiences in different subjects with clear barriers allows students to examine the value and significance of subject knowledge." This year, we hope to compile teaching and research results and publish a special book.

The author introduced a cross-field aesthetic education program in the secondary teacher training course of Donghua University, invited Teacher Tang to the classroom to share curriculum development experience with teacher trainees, and used the memobook online editing software to coach teacher trainees to collaborate with current teachers. , implement the online learning strategy in response to the cross-field aesthetic education project’s project goals in teacher training: “We look forward to integrating the professional field with the perspective of aesthetic education through the input of teacher training university teachers and teacher trainees, and applying it to the reform of teacher training. , improve the cross-field integration capabilities of pre-service teachers, and exchange relevant results with front-line teacher resources to support each other in creating and sharing more experimental teaching plans.”

There is a close connection between the research and development of cross-field aesthetic courses and the training of pre-service teachers. Collaborative action research has been carried out. There are many rich and exciting stories in the whole process. Due to space limitations, this article focuses on the editing of a special book on cross-field aesthetic course cases.

Participate in the editing process of cross-field aesthetic course case books

The special book "Cross-disciplinary Aesthetic Course Cases" compiled by Collaborative Action Research has gone through four stages: inheritance, transformation and integration:

Together

On March 26, 2018, the "Interdisciplinary Aesthetic Curriculum Development Secondary School Teaching Observation" was held at Guofeng Junior High School in Hualien County. During the meeting, Teacher Tang proposed the idea of editing the curriculum development process and results over the years into a special book, which the author happily accepted. this task. After returning to Donghua University, the author continued to communicate with Teacher Tang via Line and created a folder on Google Cloud. I asked Teacher Tang to transfer the course development materials to the cloud and open hyperlinks to share with the art teacher trainees to facilitate subsequent editing.

The course materials collected on the cloud are quite rich, including six semesters of lesson plan designs, student works, worksheets, classroom photos, teaching evaluations, teaching reflections, course publication posters and other materials. How to balance quality while being systematic and effective? It is a challenge to aesthetically compile important information into a special book.

Considering the rich graphic content, time and funding issues, and the key points of cultivating contemporary art teachers, I decided to choose the memobook online editing software to compile the special book in order to be innovative and practical, and take into account both beauty and quality. However, currently only the author If you have used this software to edit books, you must first spend time and effort to teach the teachers and trainees editing skills, layout planning and content arrangement.

2. Acceptance

Starting from March 28, the author has set aside some time every Wednesday to discuss the key points of editing with teacher trainees, introduce the memobook website, and share past book editing experience with students through actual work cases. On April 18, the first cross-field aesthetic teacher training collaborative action research and empowerment study was held. Teacher Tang was invited to Donghua University to interact with the teacher trainees and share their experience in developing cross-field aesthetic courses. The students expressed their appreciation for the teacher’s enthusiasm and efforts. I was deeply impressed, and then adopted the method of division of labor and cooperation, and the teacher-training students adopted the subject editor. Encouraged by the two teachers, the students unanimously believed that this was a meaningful study that could deepen their understanding of the courses and teaching of in-service teachers in practice, and the shared learning strategy of cloud online editing was also innovative and practical. Everyone Excited to try.

The students used their spare time to complete the adopted subjects, and invited Teacher Tang again to study and discuss together on May 9th. Seeing the various editing results, I was quite surprised and had a mixture of joy and sorrow. The good news is that every student learned how to use the editing software and worked hard to compile preliminary results; the worrying thing is that the styles are different, the sizes are scattered, and the density and concentration have their own interests. In order to solve this problem, students who are good at art design use online communities to provide fonts and create formats for everyone. The author is very touched that students can take the initiative to use their expertise to serve everyone. I also see that the new generation of students make good use of the Internet to share information immediately. ability.

During the discussion, they not only learned editing skills, but also learned from the teacher the essentials of teaching plan writing, such as teaching objectives, teaching procedures and implementation strategies, study sheets, evaluation methods, etc., as well as communication issues in cross-field curriculum development. Teacher Tang enthusiastically shares his cross-field curriculum development experience with students. There are many difficult challenges and the psychological process of trying to solve them that only on-site teachers can understand. The discussion on issues arising from "learning by doing" is indeed profound and effective. The teaching sharing and editing practice of collaborative action research continue to ferment in the course of Donghua Art Teacher Training. We look forward to gathering again on May 23 to continue the study and discussion.

The author observed that after the training, the editing style was relatively unified, but the content of each subject far exceeded the expected number of pages. When asked why, students responded, "Teacher Tang has too much information", "I communicated with Teacher Tang, and the teacher said this is very important", " We only arrange it and don’t dare to delete it randomly, because these materials are very important." This is indeed true. It is difficult to let go of precious information, but it also creates difficulties in compiling the book. The author browsed and thought about it page by page, provided suggestions for simplification, and discussed with Teacher Tang. I decided to revise it before editing it for students. I also asked him to provide high-resolution photos and works to solve the problem of insufficient resolution.

Figure 1 Cross-field curriculum development and e-book editing empowering study (Photo source: Photo by Zhang Jiaqian)

3. Turn

Unexpectedly, in mid-to-late May, Teacher Tang was very busy and could not update the files as scheduled. Teacher trainees were faced with editing bottlenecks. The East District assistant who was responsible for planning had just been replaced and was chasing the author to report the progress. The entire book compilation project was under low pressure. All kinds of unexpected pressures turn into a thankless job, and teachers and students really want to drop out.

Under the pressure of editing a book without an assistant or financial support, the author must first change his mind, regain his enthusiasm, and communicate. Thanks to the new assistant’s understanding, he gradually shifted from phone calls to caring support. He was willing to assist with administrative tasks such as applying for funds to publish books, and promised to give certificates of thanks to the students who participated in the editing. Although Teacher Tang was still busy, he promised to put editing issues as the top priority and quickly provided files and works that needed to be updated. Encouraged by the teacher, the teacher trainees were also willing to continue completing the editing tasks. We agreed to do it in June. A high-quality presentation.

Four, combine

The author shared the e-book I edited on the FB social network on June 6 to inspire students. Everyone was very excited to see the lifelike e-book that could be turned and browsed. The art design of this book and the special book currently assisting Master Tang adopt different editing methods. We use examples to discuss editing techniques and styles, which is also a specific aesthetic education activity. This book shows the process and results of A (art creation), R (research), and T (teaching) action research in a way that includes pictures and texts, which is relatively simple and beautiful. The author has completed the structure of the special book and left a blank page to invite students to participate and hope to present it at the end of the semester to compose the story of "Collaborative Action Research on Cross-Field Aesthetic Education". However, due to the huge content of Master Tang's special book, it has exceeded the expected editing time and currently needs to be completed. I was rushing to finish the manuscript, so I had to put it aside for the time being and decided to devote all my efforts to editing Master Tang's special book so that the results could be published at the end of the period.

Even if everyone works hard, after all, publishing a monograph is a big project. After working hard in the last week, we still can't finish the manuscript. There are still details that need to be corrected, but we still hope to publish it by the end of the semester. Therefore, at 9:00 am on June 13th at National Donghua University The Multimedia Room (207) on the 2F of the library holds the "Cross-Field Aesthetic Education E-Book Collaboration". This event is both a workshop and a presentation. The results of the special book edited at the current stage are converted into e-books. You can browse and discuss page by page and share the special book. Content and editorial issues. Teacher Tang was very moved when he saw the results of the e-book. He had always wanted to print more paper copies and use physical books to share with fellow teachers. Finally, he agreed to reduce the number of prints and promote cross-field aesthetic education in the form of e-books.

At 10:00 on June 13th, the "Cross-disciplinary Aesthetic Teacher Training Seminar" was officially launched in the library's multimedia room (207). The author served as the host, and the visual art teacher trainees Lin Yurong, Zhang Yuanqing, Zhang Yijia, and Zhang Jiaqian who participated in the action research , and graduate students He Yumei and Li Junde took turns to publish the production process of cross-field aesthetic education special books, cross-field art curriculum development, aesthetic teaching live stories, aesthetic video editing, art education learning process and gains, etc., inviting one teacher from the school and one from outside the school to serve as commentators Students who are taking elective courses in secondary education, primary school education and graduate students in visual arts education are welcome to attend the event. A total of about 50 participants will experience aesthetic education and environmental education and share cross-field aesthetic action research in elegant lighting and comfortable ladder classrooms. practical history and results.

The students’ report sharing was quite exciting. Teacher trainees gave their feedback on the editing of cross-field aesthetic education books:…Use MEMOBOOK software to edit lesson plans. In addition to seeing Teacher Tang’s lesson plan design, you can also see a teacher’s enthusiasm for teaching through interactions and discussions with teachers. Teacher Tang spares no effort in cross-field teaching. , planning and writing, and cooperating with interdisciplinary teachers to carry out seemingly simple but arduous tasks in execution. Teacher Tang also actually carried out the tasks, bravely trying teaching methods that were unfamiliar in the past, and interdisciplinary aesthetic teaching will play a vital role in the future of Jiaoyu [ Education] is a course that you may encounter on site, and through this edit, you can learn more about the relevant knowledge in this area in advance. (S4 Zhang Jiaqian feedback 20180613)

We have reorganized and compiled the materials that Mr. Tang has participated in cross-field aesthetic education for many years, in the hope that they can be more relevant to online teachers for reference. (S1 Lin Yurong feedback 20180613)

4. Result analysis and discussion

1. Integrating cross-field aesthetic course development and special book editing through collaborative action research

In order to effectively promote the connection between pre-service teacher training and cross-field aesthetic education, the author planned collaborative action research to integrate cross-field aesthetic curriculum development and special book editing, and enhance the three aspects of teacher training university professors, teacher trainees and junior high school current art teachers. of interaction. During the collaborative action research process, in order to enhance the concepts and implementation capabilities of cross-field aesthetic education, three empowerment training sessions were conducted. Each enhancement training was a one-hour "Collaborative Action Research on Cross-field Aesthetic Teacher Training" lecture and a two-hour The "Course Development Cases and Editing Practice" workshop covers action research concepts and practice, cross-field aesthetic course development theory and practice cases, teaching practice experience sharing, editing skills and problem discussions, emphasizing both theory and practice.

Empowering learning is a specific and effective strategy for implementing collaborative action research. The participants are art teacher training students and graduate students, current teachers and university professors. "Cross-field Aesthetic Teacher Training Collaborative Action Research" Lecture (4/18, 5/9, 5/23) In addition to the author introducing the concept of ART action research and sharing past implementation experience, Mr. Tang was also invited to Donghua University to conduct teacher training Students interacted and shared the development process of cross-field aesthetic courses, and in the "Course Development Cases and Editing Practices" workshop (4/18, 5/9, 5/23), "Cross-field Aesthetic Education E-Book Collaboration" workshop (6 / 13), all use practical methods to compile special books on cross-field aesthetic course cases. The purpose is to allow front-line teachers and teacher trainees to interact and discuss, and effectively pass on course development experience. Collaborative action research by university professors, in-service teachers and pre-service teacher trainees integrates cross-field aesthetic course development and special book editing, hoping to cultivate art teachers through in-depth practical experience, and at the same time strengthen artistic creation through ART action research , teaching and research artistic teacher quality to enhance professional growth.

2. Co-edit a cross-field aesthetic course case book and use creative actions to solve problems

While editing a special book on cross-field aesthetic course cases, we encountered many difficulties, but we faced the challenge bravely and used creativity to solve various problems. For example, memobook only accepts JPG files and basic text editing, so the original lesson plan Word file must be and PDF re-editing and conversion; for study sheets, works and photos with insufficient resolution, it is also necessary to retrieve the originals and re-scan or apply editing techniques to improve the resolution and quality; the huge and important curriculum development materials and teacher reflections are indeed It is difficult to let go. It must be read word for word, communicated and discussed continuously. If there are any corrections, it must be adjusted and edited. Each step is time-consuming and laborious. Every word and picture in the book is meaningful! It not only shows the conceptual thinking and teaching practice of the author, Mr. Tang, but also implies the editor’s painstaking experimentation and carefully adjusted design thinking process. Behind the overall results, there are many people who have worked silently, assisted and participated to thank. I hope you can appreciate and re-read it. In the creative art education practice, I completed high-quality book editing and learned to be grateful, communicate and share in the process.

The above summarizes the overall statement, it is difficult to imagine the details, how exactly is the difficulty solved? After learning the editing software and understanding its characteristics and limitations, the original editor of the special book wanted to concisely present important content, such as teacher philosophy, teaching objectives, curriculum structure, teaching focus, and teaching reflection points, in a way that includes pictures and texts, supplemented by classroom photos and works as evidence. , the detailed contents of documents such as lesson plans and assessments can be placed on the project webpage to see the whole picture in the form of hyperlinks. However, the author has his own considerations and resolutely put them all in order to present the overall curriculum development appearance. It seems that it is necessary This ideal can only be realized by dividing it into several books. However, due to financial and manpower constraints, only one book can be compiled. Therefore, it must be negotiated and negotiated, and revised and revised.

The information provided by Teacher Tang is really rich, and there are various files. Students tried their best to solve problems creatively based on their own abilities and experiences. For example, some students used illustrator or photoshop to do the art editing first, and then pasted it into the special book page by page; some students also found that they could use ppt to unify the preliminary layout and then use the Internet The road software is converted into high-resolution graphics files, and simple software is used for easy adjustment to solve the problem of authors constantly having to correct the content. Modifications take a lot of time, but everyone agrees that every change is for the purpose of achieving better quality and gradually letting go. In the tedious process of compiling the book, there are many unexpected challenges. It is difficult to understand it after actually understanding it!

3. Develop ART collaborative action research and cultivate innovative art teachers

This study invites in-service art teachers from Guofeng Junior High School to collaborate with Donghua University visual arts trainees and university professors to compile the e-book "Cross-disciplinary Aesthetic Education Course Cases" to develop ART collaborative action research and innovative art teacher training. . The following describes the action research process and professional growth of in-service teachers, teacher trainees and university professors:

In-service teachers implement a cross-field aesthetic curriculum development plan, adding visual art to nutritional cuisine in various subjects, which can be said to be an original artistic creation (A). After interactive discussions with teachers from various subjects, they design the curriculum (R) and then implement the teaching (T ), now cooperates with the teacher training unit to compile the hard work over the years into a special book. It needs to review and organize the relevant course materials, just like the researcher reflects on the curriculum development experience (R) and is willing to teach the experience to the teacher trainees (T), and then Become an artist and work with university professors and teacher trainees with experience in art creation to create a beautiful and original special book (A).

Teacher trainees are responsible for practical editing tasks. They need to fully understand the course structure and teaching content. They must actively and closely interact with in-service teachers to understand the development process of cross-field aesthetic courses with empathy. From classroom photos, worksheets and student works To figure out the teaching implementation strategies and evaluation methods of front-line teachers... Therefore, during the editing process, the teacher trainees appreciated the teaching art of in-service teachers, and used their own aesthetic experience and artistic creation ability to create a special book editing The result can be regarded as an ART action research, which cultivates the three qualities of artistic creation (A), research (R), and teaching (T).

As a university professor, the author proposed solutions to the problems on the 3/26 education scene. I hope to compile a book based on the ideas of current teachers combined with teacher training. Therefore, I thought about teacher training from past experiences and sought the latest cloud solutions. Editors come to innovate learning, so current teachers are invited to pass on curriculum development experience to teacher trainees, and participate in the implementation of CCP ART action research to strengthen the three abilities of artistic creation, research and teaching. The author combined the research process with cloud learning, contacted Teacher Tang through Line, set up a Google cloud folder to collect and share course development materials, used the FB community to share and discuss in real time, and build consensus on teacher training, and held a series of lectures and workshops during the period , using the method of teaching sharing (T), to enhance the teacher trainees' concept of cross-field aesthetic course development, to understand the connotation of teaching implementation and improve editing through learning by doing, and the author accompanies the teacher trainees and in-service teachers to creatively solve various problems. problems and grow together. When I received the invitation notice and prepared to write an article about the story of Tung Hwa Teachers Training, I was grateful to the process record of the online software, which allowed me to quickly organize the process data and make a preliminary action research report.

5. Conclusions and suggestions

This article is titled "Cross-field Aesthetic Education Collaborative Action Research" to explain the story of art teacher training at Donghua University. Through collaborative teaching action research, teacher trainees, in-service teachers and university professors form a life community. For example, teacher trainees Participate in the editing of special books and carefully study the curriculum development cases of in-service teachers. The in-service teachers are grateful for the assistance of the teacher trainees and are willing to interact with them and pass on the curriculum development experience. The university professors are responsible for planning, accompanying the entire editing and research process, and assisting in solving various problems. problems and develop an effective triangular interactive cooperation model for teacher training (Figure *). This study cultivates art teachers through in-depth practical experience. It is hoped that there will be opportunities in the future to continue to deepen and expand cross-field aesthetic education, and to drive teacher training at universities and in-service teachers to care about the integration of art and various disciplines, as well as the development of aesthetic education. Curriculum development and teaching practice.

This article is included in "What Class Is This - Imagination and Practice of Cross-Field Aesthetics Courses", Taipei: National Taiwan Normal University, 2018