全觀性美感體驗對學校教學意涵之探究

An Exploratory Study of the Implications of Holistic Aesthetic Experience for Teaching

陳玲璋(Ling-Jan Chen)

《藝術教育研究》 25期 (2013/05) Pp. 109-135

摘要

本研究的宗旨乃是從「日常生活美學」運動所揭示的「尋常體驗遍是美感」觀點出發，以後設認知理論為主軸，整合自我決定等相關理論與實證研究暨中外教學現場之研究案例，綜整闡析美感體驗的全觀性質以及開放的心靈、興趣與關注、啟動想像力、探索與發掘、產生洞見等五項全觀性美感體驗要素在教與學上的意蘊。主張學習者若能經由教導者適當的全觀性美感體驗教學引導，藉互動性、動態性與多構面性之後設認知學習鷹架，以產生深層興味與自主性之轉化學習，將有助於學習效果之提升與生命意義之豐實。期盼此種跨領域、將理論融入日常生活實踐中的全觀性美感體驗視野能夠提供教師實務教學、強化學生學習效果以及我國美感教育政策制定若干參考意蘊。

關鍵字

日常生活 ； 全觀性美感體驗 ； 自我決定理論 ； 後設認知理論 ； 美感體驗要素

並列摘要

This paper explains open-mindedness, interest and attentiveness, imaginative inspiration, exploration and discovery and insightful creation as five essential elements of holistic aesthetic experience, conducive to enhancement of teaching and learning performance in a variety of disciplinary subjects. In order to achieve this objective, this paper proceeds from the perspective of aesthetic experience pervasive in the ordinary espoused by the movement of aesthetics in everyday Life. The paper revolves around the metacognition theory to integrate conceptualizations and verifications pertinent to the self-determination theory alongside analysis of pedagogical cases. It is emphasized that the holistic nature of aesthetic experience emanates from metacognitive processes and intrinsic motivations to elicit cognitive, affective, imaginative and symbolic dimensions of beauty, leading students to move within and across various aesthetic fields of knowledge. The importance of metacognitive scaffolding is highlighted for facilitating students' holistic aesthetic experience as embedded in the aforesaid five elements. Metacognitive scaffolding, characteristic of interactivity, dynamicity and multiplicity, guides students to see through the ordinaries and appreciate the extra-ordinaries of knowledge culminating in holism of beauty. This paper points out that releasing the transformative power of the five elements of holistic aesthetic experience in everyday life stimulates aspiring students not only to excel in academic performance but also to seek a richer life meaning. Hopefully, this paper will provide some useful implications for educational policy-makers and teachers.

並列關鍵字

everyday life ； holistic aesthetic experience ； self-determination theory ； metacognition theory ； aesthetic experience elements

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