環境美學融入「閱讀．書寫．圖像」課程之行動研究

Action Research of Blending Environmental Aesthetics into ＂Reading, Writing, Image＂

周淑媚(Shu-Mei Chou)

《高醫通識教育學報》 16期 (2021/12) Pp. 127-154

摘要

人們對於環境的認知形成過程，除能力因素，個人經驗是另一重要元素，其中經驗所蘊涵的情感成分在與空間交互作用後形塑了地方，此即所謂地方歸屬感。本研究延續「歷史建築是我們的教室」之理念，並嘗試從環境美學參與式（介入式）審美欣賞理論的角度切入，結合本校水湳校區新建築的前瞻性與創意性，透過教學行動研究，提供一個再詮釋水湳的機會。本行動研究收集修習中部某醫學大學水湳校區通識人文藝術領域「閱讀．書寫．圖像」課程總計29名學生的單元作業與學習回饋單、小組專題報告及兼具質性與量化的期末學習回顧問卷與教學評量問卷，再輔以教學省思札記，作為分析研究資料。經由相關文獻探究與教學實踐印證，獲得下述結論：（一）環境空間的意義是由經驗獲得的，不是由認識得到的；（二）當空間的度量性被化約為「時間」，生活感知的空間便同時呈現出多義性與多重想像的空間。

關鍵字

行動研究 ； 閱讀．書寫．圖像 ； 環境美學

並列摘要

The forming process of environmental recognition not only is influenced by personal ability, but also by personal experience. The concept of ＂place＂, also known as place belongingness, is formed by the interaction of space and affection within personal experience. In this research, we continue the idea of ＂historic buildings are our classrooms＂ and try to combine the perspective of participation aesthetic with prospectively and creatively new buildings in the Shuinan campus of China Medical University (CMU). This action study collects the course of ＂Reading. Writing and Imagine＂. A total of 29 students' unit assignments and learning feedback sheets, group thematic reports, and qualitative and quantitative final learning feedback questionnaires and teaching evaluation questionnaires, supplemented by teaching reflection notes, are used as analytical research materials. Through the investigation of relevant literature and teaching practice, the following findings are presented: (1) the meaning of environmental space is obtained by experience, not by cognition; (2) when the metric of space is reduced to ＂time＂, the space of life perception presents a space of ambiguity and multiple imagination at the same time.

並列關鍵字

Environmental aesthetics ； ＂Reading, Writing, Image＂ ； Action research