本論文藉由探討西螺鎮古蹟的教學資源，嘗試在國民小學「藝術與人文」領域中融入古蹟歷史、文化與藝術等面向教育資源，設計國民小學中年級的「鄉土藝術課程」，提供學校單位可供參考的教學模式。進一步藉由課程的實施，探討學童經由課程能否達成對鄉土歷史背景與沿革的認知、對家鄉傳統文化的學習與了解，以及對於古蹟藝術風格的認知與欣賞。除了探討上述的教學模式與學童各面向的認知學習之外，本研究的最終目的是希望藉由課程讓學童達成對鄉土古蹟的認同與關懷。 本研究經綜合歸納與整理，得到以下結論：一、本研究發現古蹟不但具有多面向且豐富的教學資源，並能利用古蹟的教學資源設計出國小中年級學童的鄉土藝術教學課程，課程內容分別為「歷史面向－家鄉古蹟采風」、「文化面向－家鄉古蹟文化巡禮」、「藝術面向－家鄉古蹟藝術」 等三大鄉土藝術課程單元， 提供學校與教師可供參考的教學方案。二、透過地方古蹟歷史面向之教學活動，的確能提升學童對家鄉歷史背景與沿革的認知。三、透過地方古蹟文化面向之教學活動，的確能提升學童對家鄉傳統文化的學習與了解。四、透過地方古蹟藝術面向之教學活動，的確能提升學童對家鄉古蹟藝術風格的認知與欣賞。五、透過地方古蹟資源之教學活動，的確能提升學童對家鄉古蹟的認同與關懷。 最後，經由研究結果提出針對學校、教師、縣市政府以及後續研究等方面的建議。 The purpose of this research is try to involve local historical architecture, culture and art in the art and humanity curriculum. The other purpose is to design local art curriculum in the elementary school. The main goals are to provide valuable teaching methods for teachers in primary school. By the way, through the practice of the curriculum, the research also discuss if the students actually learned about the local history; historical architecture and art style. Except for the teaching methods, the final purpose of this research is to make students care about and learned the local historical architecture. The investigating results are as follows.1. Historical architecture is full of teaching resources and can be used to design local art curriculum. There are three dimensions (historical, cultural and art) for teachers to refer to.2. It improves students’ cognition in local history through historical architecture curriculum.3. It improves students’ understandings in local traditional culture through cultural curriculum.4. It improves students’ aesthetics in local art through art curriculum.5. Students concerned about their local historical architecture more than before after the curriculums. The research results above point out a few advices. The advices are free for the related institutions as well as the people to refer to.
