Shan-Yu Chou｜Master’s Student, Department of Education, University of Taipei｜lucy86142@yahoo.com.tw
Tzu-Hua Huang*｜Assistant professor, Department of Education, University of Taipei｜anteater1029@gmail.com
Pei-Chun Yu｜Doctoral Candidate, Department of Education, University of Taipei｜peichunterri@gmail.com
*Corresponding author
▌Abstract
This study is aimed to investigate the influences of merging animation teaching in math learning, significantly toward aboriginal students’ aesthetic experience. A group of third graders at Hometown （anonymous） primary school were recruited in Yilan County in Taiwan. The majority of students and faculties are all from aboriginal tribes, mainly Atayal indigenous people. It is designed to apply animation teaching in math learning in two phases, both taken place in Fall Semesters consecutively; eight sessions of interventional instruction were undergoing in 2012. Intervention instructions were proceeded mainly with geometry concepts and the use of self-designed animation tasks; especially, aboriginal legends were used in teaching content. The data of classroom observation and after-class interviews were collected in order to further investigate aboriginal students’ aesthetic experience. Research results showed that after a year of intervention instruction, the overall aspects of aesthetic experience in cognition, emotion, dynamics and linkage are improved; so that, students are able to be more dynamics in thinking and problem solving.
Keywords: Animation, Aesthetic Experience, Aboriginal Culture