美感教育之落實－以自然環境教育研究為例

教育部從102年開始著手推行美感教育中長程計劃，至今已有五年時間。中學「美術學科中心」也有舉辦美感教育的相關研討會，另外，有103版及105版美感教育電子書的問世出版，均提供了教育工作者有效的參考資料。作者為現職的中學美術老師，希望能落實美感教育於課程當中，結合自然環境學習場所，使學生的情境生活增添審美的情操。為瞭解中學生對於自己學校的自然環境教育學習空間所帶來的美感體驗，作者實際進行教學融入課程設計，強調學習者應運用多元的思維，提出四點研究目的：（一）探討美的定義、美感教育、環境教育與自然等相關文獻，瞭解美感教育國內的發展現況。（二）擬定一題開放性的問題，實際施行於中學教學當中，瞭解學生的審美感受，進而提昇美感認知與美感素養。（三）以國中部直升班國三德班作一施測。請學生用文字敘述方式作一學習單的回饋。(四)提供中學美術老師與教育工作者相關之參考與建議。最後，並歸納出三點結論：（一）藍天綠地的自然學習環境學習場所，可潛移默化學生的美感體驗。（二）培養中學生的感知覺察、審美思考能力，藉以提升美感素養。（三）得天獨厚的自然環境，使學生懂得尊重與關懷、人與自然共存的價值。

關鍵字

美感教育；自然；環境教育；美感素養

並列摘要

The Ministry of Education has been implementing the long-range plan for aesthetic education since the year 102. It has been five years. There are also seminars on aesthetic education organized by the ＂Fine Arts Center＂ of high school. In addition, the publication of the 103 and 105 editions of the aesthetic education e-books provide effective reference materials for educators. The author is currently a high school art teacher, hoping to implement aesthetic education in the curriculum, combined with natural environment learning places, make students' situational life adds aesthetic sentiment. In order to understand the aesthetic experience of high school students for their own natural environment education and learning space, the author actually integrates teaching into curriculum design, emphasizing that learners should apply diverse thinking, four research purposes 1. Explore the definition of beauty, aesthetic education, environmental education and nature Read related literature to understand the current state of development in aesthetic education. 2. To formulate a problem of openness, which is actually implemented in high school teaching to understand students' aesthetic feelings, and then to enhance aesthetic perception and aesthetic literacy. 3. Take a test with the three-destination classes in the central part of the country. Ask students to use text narration as a feedback for learning. 4. Provide relevant reference and suggestions for art teachers in high school and educators. Finally, three conclusions are drawn: 1. The natural learning environment of a sky green space can subtly affect the aesthetic experience of students. 2. To develop high students' perceptual awareness, aesthetic thinking ability, in order to enhance the aesthetic qualities. 3. Unique natural environment, enabling students to understand the values of respect and care, and the coexistence of humans and nature.

並列關鍵字

Aesthetic Education ； Nature ； Environmental Education ； Aesthetic Literacy

國際替代計量

美感教育之落實－以自然環境教育研究為例

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