本研究旨在探討視覺組織圖像對師資生藝術課程設計能力之影響，了解(一)藝術領域師資生在背景因素控制情形下，在「視覺組織圖」介入後對藝術課程設計各構面之影響。(二)藝術領域師資生對於課程設計中運用「視覺組織圖」之成效態度與反應。研究設計以準實驗研究之不等組前後測設計，取樣對象為某大學藝術領域師資生兩個班級共39位學生，分成「實驗組」與「對照組」。前者於教材教法課程實施中增加視覺組織圖之「心智圖」與「概念圖」變項，後者則接受一般教材教法課程教學。研究者蒐集兩組師資生前後測相同主題藝術課程設計教案，透過專家評分比較組別師資生課程設計教案之「學習目標」、「學習內容」、「組織結構」、「學習活動」、「評量策略」各構面表現分數之差異，並透過課程實施意見問卷了解師資生對於課程實施方式運用「視覺組織圖」之成效態度與反應。
經調控「前測」與「背景變項」影響師資生課程設計分數之共變數分析結果指出，「有運用視覺組織圖」師資生之課程設計在「學習目標」、「學習內容」、「組織結構」、「學習活動」等面向專家評分分數顯著高於「無運用視覺組織圖」師資生。意見問卷顯示「有運用視覺組織圖」師資生主觀上對整體課程設計之成效與「無運用視覺組織圖」師資生並無顯著差異，但「有運用視覺組織圖」師資生更滿意課程組織結構之成效。綜合量化與質性分析結果指出，視覺組織圖介入顯著提升師資生藝術課程設計之效果，研究結果亦建議運用視覺組織圖是師資生學習藝術課程設計之有效工具，並宜精緻化視覺組織圖之運用策略。

This study aims to discuss the influence of visual maps on pre-service teachers’ ability of arts curriculum design. The purposes of the study include: 1. The impact of the application of visual maps on different aspects of arts curriculum design with the control of the background variables of the pre-service arts teachers. 2. The attitude and reaction of pre-service arts teachers toward the effectiveness of applying visual maps in their curriculum design. The study adopted a nonequivalent experiment control group design with pre-and post-tests. Two classes with in total 39 pre-service teachers of arts field from a university were divided into Experimental group and Control group. The teaching of mind maps and concept maps was added to the curriculum for the former, whereas the latter received normal teaching without the maps. The study collected the lesson plans of the same arts theme from the pre- and post-tests, and the lesson plans were further graded by the experts and scholars with regard to “learning objectives,” “learning contents,” “organization and structure,” “learning activities,” and “strategies for evaluation.” The scores from the pre-and post-tests were compared and analyzed, and attitude questionnaires were also given to probe into the pre-service teachers’ attitude and reaction toward the application of visual maps in the curriculum.
Results of the analysis of covariance, based on the adjusted means of the pre-service teachers’ curriculum design under the influence of pre-test scores and background variables, indicated that the pre-service teachers from the experimental group in aspects of “learning objectives,” “learning contents,” “organization and structure” and “learning activities” acquired significantly higher scores than that the ones from the control group. In addition, the analysis of attitude questionnaires suggests that while the pre-service teachers from the experimental group showed no significant difference from the ones from the control group in the subjective understanding of the effectiveness of applying visual maps in the curriculum design, they were more content with the structure and organization of the curriculum. The results point out that the intervention of visual maps indeed improves pre-service teachers’ ability of curriculum design, and the study also suggests that application of visual maps be adopted as an effective tool for pre-service teachers’ learning of curriculum design, and that strategies of applying visual maps be refined.

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