「行動學習」在大學通識美學教育中的應用－以「環境美學」課程為例

Application of "Action Learning" in General Aesthetic Education Curriculum-An example of "Environmental Aesthetics"

王玫(Wang, Mei)

《通識教育學報》 10期 (2022/12) Pp. 43-84

https://doi.org/10.6517/MCUT.202212_(10).0003

摘要

有感於極端氣候現象日益嚴重，研究者從事通識美學教育多年，美學即為「感之學」，因此於通識課程開設「環境美學」，希冀透過有感的途徑引導學生更加感知、關懷環保議題，期望從教育著手，促進環保意識的揭顯。本研究採用行動研究法，研究目的有：一、發展「行動學習」為導向之「環境美學」通識課程，藉以揭顯環保意識；二、進行本課程之實施成效評量。本課程透過理論涉入、審美體驗、真情實境、創作反思以及行動方案，讓學生從抽象思考、感知想像、具象思考、沉思默想，再進化到將理論化為實務，並導引學生從認知模式、沉思模式、情感模式到主動模式的意識轉換歷程，引入環保意識。其課程實施結果為：一、通識美學教育課程以「行動學習」作為教學策略引發學習動機；二、學生以高層次認知思考統合問答，掌握對環境保育的認知能力與理解程度；三、透過多元評量機制的建立，可多面向地瞭解學生的學習歷程與學習成效；四、通識美學教育課程以美感眼光與審美態度促發學習者環保意識之揭顯。

關鍵字

環境美學 ； 環保意識 ； 行動學習 ； 美學教育

並列摘要

In response to increasingly severe extreme weather, the present author, who has taught general aesthetic education for many years and views aesthetics as the study of one's perception of his or her surrounding, designed Environmental Aesthetics as a general education course. The course objective is to raise students' environmental awareness through education; by eliciting their sympathy for the environment, the course encourages students to pay closer attention to environmental issues. This study adopted an action research method and aimed to(a)Develop an "action learning"-based environmental aesthetics course to promote students' environmental awareness and(b) Assess the effectiveness of course implementation. The course introduces relevant theories, provides students with aesthetic experience, discusses real life scenarios, engages students in creation and reflection activities, and bridges theories with practice, thereby guiding students to engage in abstract thinking, perceptual imaginations, concrete thinking, and deep thinking. This enables students to transition from the stages of cognizance, contemplation, and sympathy to that of taking concrete actions to protect the environment. The course implementation results were as follows: (a) Action learning as a teaching strategy in the general aesthetic education course sparked students' learning motivation.(b)The students were able to ask and answer questions in a comprehensive manner engage in profound thinking because they were fully cognizant of environmental conservation.(c)The implementation of a multiple assessment mechanism enabled the teacher to gain insights into the students' learning progress and outcomes from various perspectives.(d)The general aesthetic education course raised the students' environmental awareness by teaching them to observe environmental issues from an aesthetic perspective.

並列關鍵字

environmental aesthetics ； environmental awareness ； action learning ； aesthetic education