The Effects of Project-Based Art Gallery-School Co-operation on the Visual Literacy and Cooperative Skills of Pre-service Early Childhood Teachers in Higher Vocational Colleges

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to examine the effects of project-based art gallery-school co-operation on the visual literacy and collaborative skills of pre-service early childhood teachers in higher vocational colleges, and to provide recommendations for improvement for pre-service early childhood teachers at the higher vocational colleges. Taking 42 sophomore pre-service early childhood teachers of a higher vocational college in Hunan Province as the survey object, we conducted a questionnaire survey on their visual literacy and cooperative skills, and used the test differences to analyze and study the differences in the visual literacy cooperative skills of pre-service early childhood teachers in higher vocational colleges before and after the development of the projected art gallery-school co-operation. We also analyzed the differences in the acceptance of the teaching mode and the acceptance of the non-acceptance of the teaching mode after the teaching mode was developed, and made reflections and suggestions. The differences between the pre-test and post-test of visual literacy and cooperative skills of early childhood preparatory teachers in higher vocational colleges were analyzed, and the effects of project-based art gallery-school co-operation on the visual literacy and cooperative skills of pre-service early childhood teachers in higher vocational colleges were concluded, and reflections and suggestions were put forward. The conclusions show that first the results of internal comparison within a single group indicate that before and after the implementation of the project-based art gallery-school co-operation mode, the visual literacy (including seven dimensions, etc.) as well as the cooperative skills (including seven dimensions, etc.) and its dimensions of early childhood education majors in higher vocational colleges have a significant improvement, whereas the comparison of the visual literacy and cooperation ability scores as well as their dimensions of early childhood education majors in higher vocational colleges of the control group before and after the implementation of the project-based art gallery-school co-operation mode does not have a significant difference. Second, the results of the comparison between the two groups show that before the implementation, there is no significant difference between the visual literacy and cooperative skills scores and their dimensions of the early childhood education majors in higher vocational colleges in the experimental group and the control group, while after the implementation of the project-based art gallery-school co-operation mode, the difference between the mean scores and standard deviations of the early childhood education majors in higher vocational colleges in the experimental and the control groups in terms of their visual literacy and cooperative skills and their dimensions has reached a significant level. reached the level of significance. Keywords: project-based; art gallery-school co-operation; higher vocational colleges; pre-service early childhood teachers; visual literacy; cooperative skills

목차 (Table of Contents)

• I. Introduction1
• 1. Research Background 1
• 2. Research Purpose 9
• 3. Research Questions10
• 4. Definition of Terms 10
• Ⅱ Theoretical Background 13
• 1. Project-based Art Gallery-School Co-operation 13
• 1) Definition 13
• 2）Dimension 16
• 3) Educational Value 21
• 4) Prior Research 24
• 2. Visual Literacy 28
• 1) Definition28
• 2）Dimension 32
• 3) Development Stages 38
• 4) Prior Research43
• 3. Cooperative Skills 46
• 1) Definition46
• 2) Dimension 49
• 3) Development Stages 55
• 4) Prior Research66
• 4. The Relationship Between Variables71
• 1) Project-Based Art Gallery-School Co-operation and Visual Literacy 71
• 2) Project-Based Art Gallery-School Co-operation and Cooperative Skills ·76
• Ⅲ. Research Methods 84
• 1. Research Hypotheses84
• 2. Research Objects84
• 3. Research Tools 86
• 1) Visual Literacy 86
• 2) Cooperative Skills90
• 4. Research Procedure 94
• 5. Choice of Teaching Content and Project-Based Art Gallery-School
• Co-operation Courses 96
• 1) Teaching Program 99
• 2) Content Selection 104
• 6. Preparatory Research110
• 7. Experiment 115
• 1) Pedagogical Actions116
• 2) Teaching Observation 126
• 3) Teaching Reflection127
• 8. Post-test 128
• 9. Data Analysis 129
• Ⅳ. Research Results 131
• 1. The Influence of Project-Based Art Gallery-School Co-operation
• on Pre-Service Early Childhood Teacher's Visual Literacy 131
• 1) Before Implementation 131
• 2) After Implementation 133
• 2. The Influence of Project-Based Art Gallery-School Co-operation
• on Pre-Service Early Childhood Teacher's Cooperative Skills 134
• 1) Before Implementation 134
• 2) After implementation 136
• V. Conclusion 138
• 1. Summary 138
• 2. Discussion and Conclusion 138
• 3. Limitations and Suggestions 144
• References146
• Appendix170
• 국문초록 228