以藝術社會學、視覺文化觀念來看，藝術爲社會的產物，具有反映社會現象及時代背景的性質。藉由視覺藝術題材結合社會領域教學，不但符應目前學生以影像爲主之訊息吸收處理管道，且讓學童對影像背後的世界展開系統探求，學習影像解讀技巧，培養國小學童較爲缺乏的藝術鑑賞能力。而影像解讀中，即包含有影像觀察、美感形式分析，及對創作脈絡的了解。
此外，教育當局對課程統整與協同教學的提倡，使視覺藝術與社會領域獲得合作的契機。而關於兩者統整教學硏究，中西文獻較爲缺乏。本文試以視覺藝術與社會領域之關聯分析、影像解讀教學之方式流程、課程統整等面向進行文獻探討。期藉由上述討論，使教育工作者能夠化理論爲實務，豐富兩者教學內容及落實藝術生活化之目標。
社會領域 、視覺藝術 、欣賞教學 、視覺文化
In light of artistic sociology and visual culture, art is a societal product which reflects the social phenomenon and its context. Moreover, art can interpret something that verbal formulations are not in a position to accomplish. There are subtle supplementary relations between them. By combining visual art materials with teachings of the social studies, this practice not only corresponds to students’ present image-receiving channels, but it also encourages children to inquire into the world behind the image in order to cultivate image-decoding skills and to make up for their insufficient art appreciation abilities. In visual art appreciation, image-decoding, in addition to analysis of image observation and esthetic forms, emphasizes the understanding ofthe political, economic, and cultural background ofthe art work.
In recent years, the authorities have actively promoted curriculum integration and team teaching, which has made possible the cooperative venture between social studies and the visual arts. However, up to now, little research has been done to integrate the two. This article elaborates on the relationship between the visual arts and social studies, the teaching process and methods of image-decoding, and ideas of curriculum integration. By doing so, it is hoped that the above discussions can be beneficial for educators in turning theory into practice. Hopefully, this will enable teachers to enrich their pedagogical experience as well as fulfill the goals of the visual arts.
social studies, visual arts, appreciation teaching, visual culture
