從我到我們－兒童空間教育中的公民素養：以某一國小三年級班級的實驗課程為例

From Me to Us - Civic Literacy in Children's Spatial Education: A Case Study of An Experimental Course Carried out by A Year Three Class

余崇齡(Tsung-Ling Yu)

《設計學研究》 22卷2期 (2019/12) Pp. 1-25

https://doi.org/10.30105/JDS.201912_22(2).0001

摘要

空間無所不在，人人皆與之有關，人在空間中安頓自我，感知他我關係，對群體產生公共意識；空間無論之於個體或群體，都是真切的投射。因此公民教育應將空間素養納入，並應從基礎之小學教育開始。本研究嘗試探討學童體驗空間學習與感知個體到群體意識的關係，了解學童空間教育所含「從我到我們」公民素養培育的面貌，為系列研究行為中階段性段落之個案研究，循前導研究及相關論述之指向，並依國小學童空間相關認知發展及學習模式，設計由身體空間覺察出發的實驗課程及其施作行動，以「我的身體空間」、「我們共創的社區」、「我在我們的社區」三主題，於103學年度下學期在台北市某國小三年一班進行施作，由課後記誌、課堂照片及錄影、學生課中表達及課後學習單、隨課老師訪談等資料，依教學目標分析結果與省思，提出結論：（一）兒童空間教育是一種公民素養的培育實踐，（二）兒童空間教育是一種美感教育的具體實境，（三）兒童空間教育可作為聯貫素養的跨域主軸，（四）兒童空間教育對人際與環境都是必要的一環；及策略建議：（一）協商更多課程時間，（二）善用遊戲特質，（三）開放對話及保持彈性，（四）增設師資培育及運用A/R/Tography模式，供作後續研究之參考。

關鍵字

空間 ； 身體 ； 兒童空間教育 ； 公民素養

並列摘要

Space is everywhere and for everyone. Human beings settle oneself in spaces, recognizing differences in self and others, then starts to develop group civic literacy. Therefore, space is reflection of individual beings as well as group existence. Hence spatial awareness shall be included as part of elementary civic education, starting from primary education. This study attempts to explore the relationship between children's spatial education and civic literacy of individual and group as the theme ＂From Me to Us＂. It's a part of a series of research. Based on conclusions reached in previous case studies, integrating the cognitive development of primary school children on spatial recognition and learning progress, design experimental courses with body space awareness under the themes of ＂My Body Space＂, ＂Our Community Created＂, and ＂I and My Community＂, and carried out in the later semester of 2014 by a year three class in a primary school located in Taipei City. Based on the analysis and review of after class records, classroom photos, classroom videos, children's response in class, learning sheets, interviews with teachers involved, and etc., the conclusions reached are as following: (1) Children's spatial education is part of building civic awareness; (2) Children's spatial education is also a form of aesthetic education; (3) Children's spatial education can be a cross disciplinary theme; (4) Children's spatial education is necessary for both interpersonal development as well as environment. Suggested approaching methods for future researches include: (1) More class time; (2) Utilize the game and fun characteristics; (3) Flexibility and open discussion; (4) Increase relevant teacher training as well as utilize A/R/Tography mode.

並列關鍵字

Space ； Body ； Children's Spatial Education ； Civic Literacy

參考文獻

Alexander, C. (1977),A Pattern Language, England: Oxford University Press.

天下雜誌社(2011),〈從我到我們：公民教育〉，天下雜誌，第486期，頁56-80。

王方怡(2012),〈建築不只是蓋房子─台灣推動兒童建築教育之行動芻議〉，台南藝術大學建築藝術研究所碩士論文。

王文科、王智弘(2014)，《教育研究法─增訂第十六版》，台北:五南圖書出版股份有限公司。

王應棠(2009) ,〈棲居與空間─海德格空間思維的轉折〉，地理學報，第55期，頁25-42，台北。