大學通識藝術課程融入學校特色發展探討

教育部推動國民中小學九年一貫課程教育改革，其中藝術與人文的課程就是希望落實藝術教育與生活結合的理念，摒棄以往藝術課程較重視技巧練習，著重在跨領域學習。除了美術、音樂與表演藝術的學習外，也和其他學科融合，作文化、歷史、環境、生活的統整與美感素養培育。民國94 年更發布高級中學「藝術生活」科課程暫行綱要，為九年一貫課程之延伸，強化實踐生活藝術化的理念，並藉此發展建立學校特色。由以上所述，我國高級中學（含）以下學校藝術教育十年來已作大幅度的變革，這些學生已進入大學，然審視現有大學通識藝術課程仍停留在原有課程架構，在時間上已有調整修改的必要與需求。筆者在去年九月起曾對全國各大學通識藝術課程內容作統計調查，本文採樣依據為：一、通過教育部通識教育評鑑學校。二、「通識教育中綱計畫」通識教育領航學校暨單項績優學校獲獎名單。選出包含輔仁大學在內共23所國內公私立大學，並搜集通識教育課程中與藝術人文相關課程，進行統計，發現課程內容紛雜、名目眾多，而重疊最多的科目為藝術概論與美術鑑賞課程，無法看出各校的藝術課程的發展特色。這樣的課程是否承續國民小學九年一貫藝術與人文課程及高級中學「藝術生活」科課程，符合大學全人教育的宗旨，並銜接未來進入社會後，職涯與生涯的身心健全，甚至退休後銀髮族生活規劃，亦即社會藝術終身教育的繼續推展。筆者將針對現有資料作歸類與分析，期望能先針對輔仁大學100學年度即將修訂通識藝術課程，提出課程內容的建議：一、藝術領域課程分類為：聽覺藝術、視覺藝術、表演藝術、生活藝術四個學群，作為開設科目的整合作均衡的配置。二、從99學年現有學群課程作創新、專題、整合、深度性與中學藝術課程核心能力指標銜接的探討。三、結合本校天主教綜合大學宗旨與社會關懷、實踐理念，發展自主特色通識藝術課程。四、充分應用學校資源（如現有科系師資、專業教室、藝廊、音樂廳等）發展具有學校特色的藝術體驗課程，達成兼具藝術生活、終身學習之大學通識教育目標。

關鍵字

大學通識課程；大學通識藝術課程；九年一貫藝術與人文課程；全人教育

並列摘要

Ministry of Education wants to promote education reform of Grade 1-9 Curriculum in elementary and junior School, including Arts and Humanities curriculum, arts education programs that want to implement the concept with life, in the mean time to abandon the emphasis on skills in practice, focusing on cross-disciplinary learning. In addition to art, music and performing arts learning, but also integration with other disciplines. Integration of culture, history, environment, beauty of life is to cultivate. Ministry of Education had released about senior high school of the interim curriculum outline of ”art life” in 2005. It is an extension of Grade 1-9 Curriculum, in order to strengthen concept of the art life and school characteristics. By the above, our high schools (Included) the following years the school Art Education have been substantial changes in this decade. Now these students have entered university, but the curriculum framework of University Art Curriculum in General Education is still at the original. So it is necessary to adjust these courses.In September last year, I have investigated the statistics of domestic with University Art Curriculum in General Education. This sample is based on：1) The school to obtain evaluation by the Ministry of Education. 2) Winning schools get good results of “The outline plan in General Education” by the Ministry of Education. To statistics curriculum of Arts and Humanities from domestic public and private university to selected a total of 23 schools. I found these courses are confused, too many names, and most of the subjests overlap Introduction to Art and art appreciation course, we can not see the school’s arts curriculum development characteristics. Whether these courses are consistently inherited Grade 1-9 and high school Arts and Humanities courses ”art life” curriculum or not. These coures correspond to the purpose of holistic education the University and adjoin to these future life planings, even retirement life. I will focus on the information available for classification and analysis, Look forward to the recommendations of the content of the proposed curriculum in 2011: First, the arts courses are classified as: auditory arts, visual arts, performing arts, Art of Living four academic groups, to achieve effective integration and configuration. Second, the study group from 2010 the existing courses and art courses convergence of indicators of core competence (innovative, feature, integration, depth). Third, to combine our Catholic universities purpose and social care, practical ideas, develop their own characteristics liberal arts courses. Fourth, to make full use of school resources to develop the characteristics of artistic experience with the school curriculum, to achieve both artistic life, lifelong learning and the University General Education objectives (Such as the existing departments of teachers, professional classroom, art galleries, concert halls, etc.).

並列關鍵字

University General Curriculum ； University Art Curriculum in General Education ； Grade 1-9 Curriculum of Arts and Humanities ； Holistic Education

國際替代計量

大學通識藝術課程融入學校特色發展探討

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