美學與生活的邂逅，遇見餐桌上的幸福─ 以社區婦女大學「生活美學」課程為例

Esthetics Meets The Fortune on The Tablea Case Study of Esthetic Course at a Community College.

連秀敏(Hsiu-Min Lien)

指導教授 ： 楊百世

國立高雄餐旅大學/餐旅學院/餐旅教育研究所在職專班/碩士(2013年)

https://doi.org/10.6825/NKUHT.2013.00055

摘要

本研究旨在透過社區婦女大學，讓學員在自由開放的氛圍中學習欣賞、瞭解自己、找到生命的自主性，獲致心靈美感的啟發得到幸福的心靈機轉，達到終身學習的目的。結合餐旅教育理論及研究者「生活美學」的素養，發展一套「生活美學」課程，以花藝與廚藝美學，應用於社區婦女大學「生活美學」課程的教學，採行動研究方式，從課程設計到完成教學歷程，探討有效教學的策略，以達成研究目的。

本研究對象為高雄市社區婦女大學學員計28員，資料蒐集包括觀察、訪談、文件資料（省思札記與回饋單）、及焦點座談等紀錄，全程歷經一年兩個月，其歷程從課程規畫、策略提出、行動（教學）、修正、再行動（教學）、到問題解決，研究結果獲致以下結論：

一、在課程設計上，以學習者為主軸、兼具社會及科技取向的課程設計，同時蘊含課程目標、內容、組織及評鑑等要素。

二、在教學策略上，掌握學員起點、行為學習動機、作好課前準備，採分組、示範、多媒體、實作、個別指導、發表及獎勵等策略，並以多元評量達成教學目標。

透過本研究的結果，期望讓更多授課者加入成人教育生活美學課程研發的行列，激發更活潑有趣的成人教育教學活動。

關鍵字

社區婦女大學 ； 生活美學 ； 成人教育

並列摘要

This study aims at developing students in a community women’s college wherestudents in a free and openatmosphere were inspired by soul beauty in pursuitofhappiness.Students learned self-understanding, autonomy, and lifelonglearning. Theresearcher, based on "life aesthetics" and educational theories, developed a series of"Life Aesthetics" courses. The courses included the content of floral and culinary
aesthetics. The researcher adopted action research methods and explored curriculumdesign, pedagogy, and effective teaching strategies to achieve the set goal.

Participants of this study were 28 students of community women’s college inKaohsiung. The data collection included observation, interviews, documents(reflection journals and feedback sheets), and focus groups and other records. The
action research went through one year and two months. In the process, curriculumplans, teaching proposals, teaching action, reflection, modifying strategies, re-action,and solving problems proceeded subsequently. The conclusions are as follows:

First, in curriculum design, the learner-centered curriculum involves both socialand technology-oriented curriculum design. The curriculum also contains the objectives, content, organization, evaluation, etc.

Second, in teaching strategies, the teacher needs to master students previousknowledge, motivation and lesson preparation. Teaching strategies may includedividing groups, demonstrations, multimedia, operation and practice, individualguidance, presentations, incentives and multi-assessments to achieve teachingobjectives.

Through the study results, it is desirable to allow more adult education instructorsto participate in life aesthetics curriculum development, and to stimulate more lively and interesting adult education activities.

並列關鍵字

community women’s college ； life aesthetics ； adult education

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