一所高中執行美感教育計畫之跨領域課程探究

本研究以一所執行美感教育計畫之跨領域課程的高中為個案學校，了解該校推動美感教育計畫跨領域課程的發展脈絡，並透過美感教育的五項意義與價值，來了解該校執行跨領域課程的具體行為及內涵，並了解其推動的發展歷程中，教師與學生對於跨領域課程之想法與回饋。本研究針對四位教師為訪談對象、從每期課程中選三到四位學生進行回饋填答，輔以文件分析及現場觀察，並將所搜集資料進行統整分析，並獲研究結論如下：一、教師以教學課程精進、提升學生學習動機及深入了解自我家鄉環境為執行美感計畫跨領域課程之發展脈絡二、執行美感教育之跨領域課程的具體作為依據美感教育的五項意義與價值，分別為（一）「藝術的開放性有包容各學科領域的特性」 1.藝術能與學科中知識產生連結性 2.藝術能包容不同科目之學科（二）「藝術學習的延伸性能作為跨領域課程之核心」 1.藝術科目能與學科課程產生共鳴 2.藝術科目能做為整體跨領域課程科目之延伸（三）「不同領域學科美感共同性可促成學習內涵加成之效果」 1.課程能將抽象知識轉為實務觀念 2.加深學習者學習的知識與概念（四）「跨領域美感課程能帶動課程活化與發展」 1.課程發展使教學內容更豐富、活潑 2.學生能將課堂中所獲得概念或技能，轉化為自我生活中的一部分（五）「跨領域美感教師群之專業能共構美感教育行動力」 1.教師們能從課程的規劃中精進自我專業教學 2.彼此共同規劃、課程發展，也形成教師共同學習體三、教師之回饋與想法（一）從美感教育跨領域課程模式中，討戰自我、精進課程，從中獲得經驗（二）教師們共同備課、協調與溝通，形成了學習共同體四、學生之回饋與想法（一）從參與課程中將經驗轉化為自我理解、獲得知識概念，使學習效果有加成作用（二）並從課程中，提升自我成就感、肯定自我（三）學習欣賞、互相尊重（四）反思自我、讓未來更有想法與規劃五、教師與學生美感素養之提升（一）透過課程的培養及過程累積，能增加學生基礎能力以及累積其美感經驗與內涵（二）整體課程對教師與學生雙方來說，其中含有素養導向的學習體驗，但需要長時間的累積與探討

關鍵字

美感教育；跨領域課程；高中

並列摘要

A case where a high school implementing Interdisciplinary Curriculum of Aesthetic Education was recruited to investigate how the school promoted Interdisciplinary Curriculum of Aesthetic Education. In addition, the school context and the opinions and feedback of the practice were discussed. The core of five values of aesthetic education was utilized for analysis. The research methods used in the present study included interviews with four teachers, and three to four students from each course to fill in feedback questionnaire, document analysis, and field observations. The conclusions are as follows: 1. With the purpose of the execution on Interdisciplinary Curriculum of Aesthetic Education, teachers refine courses and help to enhance students’ motivation on learning as well as to acquire the insights to one’s hometown environments. 2. The core of five values of aesthetic education serves as the basis for the execution on Interdisciplinary Curriculum of Aesthetic Education, which includes: (1) The openness of art features the acceptance of the entire academic field. a. Art can be connected to knowledges from other academics. b. Art can be accepted by different academic subjects. (2) The extension from learning of art can be employed as the core of Interdisciplinary Curriculum. a. Art subjects can strike a chord with academic subjects. b. Art subjects can be utilized as the extension of Interdisciplinary Curriculum of Education. (3) The aesthetic commonality from different academic fields stimulates the effects on learning substances. a. The course provides the means of transforming abstract knowledge into practical concept. b. Enhance learners’ knowledge and perception. (4) Interdisciplinary Curriculum of Aesthetic Course enables courses to be activated and developed further. a. The developed courses can enhance teaching materials and makes them more interesting. b. Students will be able to transfer the concepts or skills acquiring in class into one’s lifestyle. (5) Teachers from Interdisciplinary Curriculum of Aesthetic Course will utilize their profession to co-construct the willingness on aesthetics education. a. The teachers are able to enhance one’s professional teaching from planning the courses. b. Plan the course development with mutual goals, and form a teacher learning community. 3. Feedback and thoughts from the teachers. (1) From participating the course, students transformed one’s experiences into self-understanding, gaining knowledge and reinforcing learning effects. (2) Sense of fulfillment and self-affirmation were boosted from the class. (3) Learning on sense of appreciation and mutual respect. (4) Reflecting on one’s own and making clear future plan. 4. Enhance teacher’s and student’s aesthetic literacy. (1) Through the developing course and cultivation, students are able to increase their basic abilities and to gain related aesthetic experiences and substances. (2) For both teachers and students, the entire course involves learning experience on literacy, but it requires longer time of period on accumulation and exploration.