後現代主義的教學策略、藝術創作和審美教育間之關係研究

審美教育有賴以教育學和藝術學來增進理論基礎。處在後現代裡，有必要從後現代思潮中去探討後現代主義的教學策略、藝術創作、審美教育此三者的互動關係。本文採行動研究，藉由選修該課之學生為研究對象，希望從理論的歸納，並以反省、解放和重建之教學策略，讓學生從操作中，啟發學生的審美經驗。資料蒐集以學生的創作心得和作品為主，再輔以實地觀察和溝通。資料分析採質量並行的方式，並以「描述量表」賦予權值，然後再以典型相關分析後現代主義的教學策略、藝術創作、審美教育等三者的相關性。結果發現，後現代主義的教學策略、藝術創作、審美教育三者密切關係；教師可以後現代主義的教學策略和藝術創作來促進學生審美教育的學習。

關鍵字

後現代主義；教學策略；藝術創作；審美教育；美術

並列摘要

The aesthetic education would depend on how to promote the fundamental by education and Arts. On this postmodern age, it is necessary to study the relationship between the instructional strategy, artistry, and aesthetic education of postmodernism with the postmodern trend of thought. The methodology of this paper is action research; and its subjects are our students who had been going to learn the arts in our classes. We wanted to adopt the instructional strategy of reflection, liberate, and reconstruct; and guide students to improve aesthetic experience by heuristics and painting practical during this program. After painting practical, we had collected principally our students' works of art and ideas of creation to analysis; and also taken notes of observation and interview with our students in aid of understanding. These data had been analyzed by quality and quantity together; and been translated weight by ”graphic scale” in order to execute Canonical Correlation Analysis to understand the relationship between the instructional strategy, artist, and aesthetic education of postmodernism. Finally, this study results in these: there are the intimate relationship between the instructional strategy, artistry, and aesthetic education of postmodernism; the instructional strategy and artistry of postmodernism can promote the aesthetic education of postmodernism as teachers instruct students in the arts.

並列關鍵字

postmodernism ； instructional strategy ； artistry ； aesthetic education ； the arts

國際替代計量

後現代主義的教學策略、藝術創作和審美教育間之關係研究

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