東方美人竟是茶：跨領域美感課程的發展與實踐

本文旨在探討跨領域美感課程的發展與實踐。以家鄉的「東方美人茶」為題，設計「說茶」、「知茶」、「懂茶」、「舞茶」四個主題課程，從「說茶」導入自然、有機栽種茶葉的概念；再以「知茶」體驗自然、有機茶葉的生長與製作過程；接著又以「懂茶」探究茶飲的優劣；最後運用「舞茶」揉合藝術創作，將茶葉蘊含的美感展現出來。在教學的過程中，每個主題課程皆以美感為核心，進行跨領域教學。此外，也以「TEA」做為學生學習模組，T是Thinking（思考），E是Exploring（探究），A是Action（行動）。老師先引導學生思考，再進行主題探究後以繪畫、舞蹈及戲劇表演方式呈現學習結果。希望透過跨領域美感課程的學習，增進學生對學科知識的興趣，同時能夠感受美、欣賞美，進而創造美，提升美感的人文素養，以美修心，成為有德之人。

關鍵字

美感教育；跨領域課程；校本課程發展

並列摘要

The study explores the development and practice of curriculum for cross-disciplinary aesthetic education. As the theme of oriental beauty tea, the study designs four topics as ＂talk about tea＂, ＂know tea＂, ＂understand tea＂ and ＂dance with tea＂. The first topic introduces the concept of cultivating tea in a natural and organic way; the second topic lets the students to experience the primary processes of the organic tea; the third topic teaches the students to classify and recognize tea and the last topic aims to blend the art creation into the course and expresses the aesthetics of tea. The curriculum is designed as taking the aesthetics as the core. The student learning module is designed as ＂TEA＂ in which T stands for thinking, E is exploring and A refers to action. The above implies that the teacher guides student to think and explore the topics and finally perform the learning outcomes by painting, dancing and acting. Students' interests towards the subject and knowledge can be enhanced by implementing cross-disciplinary aesthetic education. Moreover, students' ability and capability to sensing, admire and create the aesthetic can be therefore improved. Finally, the education can improve students' humanistic quality.

並列關鍵字

Aesthetic education ； Cross-disciplinary curriculum ； School-based curriculum development

參考文獻

Klein, J. T. (2006). A platform for a shared discourse of interdisciplinary education. Journal of Social Science Education, 5(4), 10–18. doi: 10.4119/UNIBI/jsse-v5-i4-1026

Salter, P., & Maxwell, J. (2016). The inherent vulnerability of the Australian curriculum’s cross-curriculum priorities. Critical Studies in Education, 57(3), 296–312. doi:10.1080/17508487.2015.1070363

王春綢（2020）。跨領域美感教育在學校行政上的實踐。臺灣教育評論月刊，9(4)，114‒119。