透過藝術體驗教學建構學生生活能力內涵之研究─在國小生活課程之教學實驗

兒童的學習與成長是在生活中發生的，生活是一個多面向的有機體，含蘊人間、時間、空間各種複雜的環境因素，時時牽繫著個體的變化與發展，為了使人和環境相互依存的關係能夠臻於和諧，須藉由教育提供兒童生活必要的養分，讓生活有目標，生命有希望。生活課程是學校教育不可或缺的部分，課程的終極精神是希望把自然、社會與藝術環境中真、善、美的本質，充分體現在生活中。本研究透過生動活潑的「藝術體驗」學習活動，開展兒童視覺、聽覺以及動覺等多元智慧，從多重感官的體驗與訓練，喚起兒童對於生活環境的知覺，進而轉化為具體行動去適應生活、改變生活甚至創造生活。研究結果提出六個項目五十四條行為特徵之學生生活能力內涵，並對於低年段學生之學習表現作分析，並提出透過藝術體驗教學建構學生生活能力內涵之具體建議。

關鍵字

生活能力；生活課程；教學途徑；藝術體驗

並列摘要

Children learn and develop in the course of everyday life. Life is multifaceted and organic, with complicated environment factors of people, time and space all tugging at individual change and development. In order to ease the interdependent relationship between people and environment, education should provide children with the lifeblood that gives hope and purpose to their lives. The life curriculum is an essential part of schooling. The ultimate spirit of the curriculum is to expose the truth and beauty of the natural, social and artistic environment that exists in daily life.The ideals and establishment of the life curriculum has been greatly lauded, but many obstacles remain to be overcome in curriculum planning and implementation. In other words, whether the curriculum can effectively help children ”learn from life and learn to live” is a tremendous challenge. Its success depends on how the ideals are reflected in teaching Teachers may see thousands of ways to teach the curriculum, but their ultimate objective should be the same. The research through lively and interesting art experiences and activities to expand children's multiple intelligences in life and namely the performance of children. At last, provide the suggestions for the art experience to create life abilities.