邁向審美關懷之路－建置視覺藝術教學檔案部落格之行動研究

Heading to the Road of Aesthetic Caring: Action Research in Constructing a Teaching-Portfolio Blog for Visual Art Education

林衍均(Yen-Chun Lin)

指導教授 ： 羅美蘭

共同指導教授 ： 廖仁義

國立臺北藝術大學/文化資源學院學術論文/藝術與人文教育研究所碩士班/碩士(2010年)

https://doi.org/10.6835/TNUA.2010.00134

摘要

本研究旨在探討教師建立視覺藝術教學部落格之歷程，並透過後設認知概念分析此歷程對教師專業成長的影響，從中釐清教師於審美關懷教學理念之思維脈絡。本研究之研究目的：一、以審美關懷為核心理念，發展視覺藝術課程與省思教學歷程，從中研究教師專業成長；二、探討以部落格形式建立數位教學檔案之歷程，了解其困境、優勢，並提出建言；三、透過後設認知概念分析教學檔案內容，釐清以審美關懷為核心理念之視覺藝術課程落實之具體精神，作為研究者未來教學與研究之參考。
研究者透過文獻探討審美關懷發展脈絡與研究現況，以審美關懷教學三步驟「從感恩的心出發」、「以批判之眼洞悉」、「以創意之念改善」為架構，採用後設認知取向的行動研究法，結合自我的學習與教學經驗發展適於小學六年級教學之六週課程，並於每週教學實施後撰寫教學檔案部落格，最後透過部落格建置札記，省思與改進每一次的部落格教學檔案建置。
研究歷程發現，建立教學檔案與後設檢視的行為皆有助於教師後設認知能力的運用與發展，並具體提升教師專業知能。本研究之教學檔案部落格建置歷程可歸納為「混淆期」、「沉澱期」、「清澈期」逐漸成熟的三階段，並從中延伸發展「教師教學檔案部落格迴圈」，為歷程中提升教學檔案部落格的品質的建置程序。在審美關懷理念的具體發展上，研究者認為審美關懷系列化課程設計應兼顧人文思維的啟發、藝術知識的建立以及創意實作的落實，並且以「負責」、「信任」、「尊重」、「真誠」的教學概念呼應教師原始信念，落實審美關懷教學「理念」於傳播幸福的「行動」。

關鍵字

審美關懷 ； 數位教學檔案 ； 部落格 ； 後設認知 ； 行動研究

並列摘要

The purpose of this study was to explore the process of establishing a visual art teaching blog. Metacognitive concepts were used to analyze the influences on teachers' professional progress. Furthermore, through the exploration process, this study tried to comprehend teachers' concepts regarding aesthetic caring teaching. The purposes of this study included the following three aspects: First of all, considering aesthetic caring as the essential notion, this study investigated teachers' professional progress through exploring the process of developing visual art courses and reflection of the teaching. Second, further discussion on the process of constructing electronic teaching portfolios via blog as well as understanding its drawbacks and advantages provided suggestions for further research and practice. Third, in order to comprehend the practice of visual art courses based on aesthetic caring, this study analyzed the teaching portfolios through metacognitive concepts. The results provided the author references for future research and teaching.
Through the literature review, this study discussed the development and current related research in respect of aesthetic caring. Then, the action research was undertaken with metacognitive reflection approach. Six-week courses for 6th grade students were developed. The courses were based on the framework of three-step teaching method of aesthetic caring—“beginning with appreciation”, “inspecting with judging eyes”, and “progressing with creativity” and combined with teacher’s self-learning and teaching experiences. In addition, every week, teaching related articles were posted on the blog and through the teaching reflection notes taken weekly on the blog, the author tried to self-evaluate and improve the process of constructing the electronic teaching portfolio blog.
Through the research process, it was discovered that continuing constructing the electronic teaching portfolios via blog with metacognitive approach could enhance teacher's capability in practicing as well as developing metacognitive concepts, and better teacher's teaching professions specifically. Besides, in order to enhance its quality of constructing the teaching blog, three stages, matured stage by stage, were concluded and could be proceed from” confusion stage”, “settle stage”, to “ascertaining stage”. Deriving out of these three stages, thus, a “Teachers’ teaching portfolio blog circle” was generated. For the concrete development of aesthetic caring, the author believes that inspiration of liberal thinking, construction of aesthetic knowledge, and practice of creative practical trainings should be regarded as three essential elements for designing aesthetic caring serial courses. In addition, “responsibility”, “trust”, “respect”, and “sincerity”; these four teaching concepts should match teachers’ original ideas to make aesthetic caring teaching a happiness-spreading practice.

並列關鍵字

aesthetic caring ； electronic teaching portfolio ； blog ； metacognition ； action research

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