國小高年級學童美感素養之研究

A Study on Aesthetics Literacy of Fifth and Sixth Grade Students in Elementary School

陳毅瑄(I-Hsuan Chen)

指導教授 ： 林志忠

國立暨南國際大學/教育學院/課程教學與科技研究所/碩士(2022年)

https://doi.org/10.6837/ncnu202200145

摘要

本研究探討國小高年級學童美感素養之表現，以視覺藝術為主，並依美感知識、美感態度、美感經驗與美感表現四個構面進行分析。採問卷調查法，以自行編製之問卷為研究工具，回收1,183份有效問卷，以描述性統計、獨立樣本t檢定、單因子變異數、相關與多元迴歸分析研究結果，討論高年級學童目前在美感素養各構面上的表現情形，以及不同背景變項之差異。
研究結果發現，美感素養整體表現達中上程度，構面中美感知識表現較好，美感經驗略低，美感態度、經驗與表現三者關聯性大，增進美感經驗有助於提升美感表現。不同背景變項中，在整體上女生與有課外資源的學童表現較好，學業成績優等的學童在知識、口語傳達的部分表現較好，偏遠地區的學童在地方資源與感受傳達的部分表現略低，非山非市地區對於藝文的關注與積極度高，家長職業則是對美感素養的表現關聯性不高。
最後依據文獻探討與研究結果提出相關建議，政府單位方面需加強營造美感環境、針對師培生開設美感課程、以多元方式補足地方差異，並持續推動與調整美感素養計畫；學校教師方面，辦理親子共同參與之藝文活動、在不同課程中重視美感、鼓勵教師多接觸藝文活動；學生家長部分，在日常中注重美感、與孩子共同討論美感話題，以及多給予額外資源支持；未來研究可以針對不同年齡層之學童，或老師、家長進行研究，並添加質性資料，也能夠依據背景脈絡擬定適合之美感素養構面或背景變項。

關鍵字

美感素養 ； 美感知識 ； 美感態度 ； 美感經驗 ； 美感表現

並列摘要

This study explores the performance of aesthetics literacy of senior elementary school children, focusing on visual arts, and analyzes it from four aspects: aesthetics knowledge, aesthetics attitude, aesthetics experience and aesthetic performance. The questionnaire survey method was adopted, and the self-developed questionnaire was used as a research tool. A total of 1,183 valid questionnaires were collected, and the results of descriptive statistics, independent sample t-test, one way ANOVA, correlation and multiple regression analysis were used to discuss the current performance of senior school children in various aspects of aesthetics literacy, as well as different background variables differences.
The results of the study found that the overall performance of aesthetics literacy presents a medium to high level, the performance of aesthetics knowledge was better in the aspects, and the aesthetics experience was slightly lower, aesthetics attitude, experience and performance was high correlation. In terms of different background variables, girls and students with extracurricular resources performed better, students with excellent academic performance performed better in knowledge and oral communication, and children in remote areas performed slightly lower in local resources and feelings, non-mountain and non-urban areas have high attention and enthusiasm for art and literature, parental occupation is not related to the performance of aesthetics literacy.
According to the literature discussion and research results, relevant suggestions are put forward. Government units need to strengthen the creation of aesthetics environment, provide aesthetics courses for teachers and students, make up for local differences in multiple ways, and continue to promote and adjust aesthetics literacy plans; for school teachers, organizing arts and cultural activities for parents and children, attaching importance to aesthetics in different courses, and encouraging teachers to contact more arts and cultural activities; for parents of students, focus on aesthetics in daily life, discuss aesthetics topics with children, and provide additional resources to support; future research can focus on school children of different ages, or teachers and parents, and add qualitative data, also can formulate suitable aesthetics literacy dimensions or background variables according to the background context.

並列關鍵字

aesthetics literacy ； aesthetics knowledge ； aesthetics attitude ； aesthetics experience ； aesthetics performance

參考文獻

于承平（2013）。學校推動美感教育之探討。學校行政，84，101-117。

李鴻生（2011）。落實美感教育之探詢。耕莘學報，9，78-92。

一、中文部分

井敏珠（2000）。美感教育思潮。【雙語詞彙、學術名詞暨辭書資訊網】。取自http://terms.naer.edu.tw/detail/1307785/

王伯祺、王崇懋（2020）。打造一所兼具藝術涵養與美感素養的特色校園—以國立新港藝術高中為例。評鑑雙月刊，83，34-37。