課程美學探究取向的理論與實踐之研究－以國小藝術統整課程之教育批評為例

A Study on Theory and Practice of Aesthetic Form of Curriculum Inquiry

李雅婷(Ya-Ting Lee)

指導教授 ： 黃政傑 ； 郭禎祥

國立臺灣師範大學/教育學院/教育學系/博士(2002年)

摘要

本研究目的旨在探討課程美學探究取向之理論基礎與實踐方法，進行藝術統整課程之教育批評探究，提出對課程美學探究取向與教育批評的評析，最後歸納研究結果提出結論與啟示，以作為應用課程美學探究取向與實施藝術統整課程之參考。為達成上述目的，本研究採用文獻分析與教育批評兩種方法，而教育批評則是進行國小藝術統整課程實施之經驗探究。
本研究獲得結論如下：
一、課程美學探究取向緣自對實證典範的批判與超越，融合現象學、符號互動論，亦反映批判立場，是一種探尋意義的「闡釋美學」。
二、課程美學探究取向兼融理性思維與藝術直觀的認知模式，與課程情境的互動中，透過「想像」與「移情」，辨識與呈現影響情境的經驗特質。
三、課程美學探究取向視知識如同藝術品一般，是建構而來的，其認識歷程體現了「認知的創制論」，其認知結果包含理解世界的知識與美感自身的知識。
四、課程美學探究取向類比自藝術批評，視教學乃藝術之展現，主張運用故事隱喻之語言造型再現經驗，並蘊涵移情理解之人文關懷。
五、教育批評是對教室實務知覺的再教育，融合科學的嚴謹與藝術的思維，是一種系統性的質化研究。
六、國小藝術統整課程之教育批評
（一）部分教師已感知藝術統整課程思維的轉變，但對「統整」概念仍有所偏誤。（二）藝術統整課程實施採取多元學習策略，有助於引導學生體驗藝術經驗，但是合作學習適用性仍需再思考。（三）學生於藝術統整課程的學習中，展現自信並能瞭解學習內容，但是學習歷程中，提供學生運用高層次思維的機會仍是不足。（四）藝術統整課程實施有助於學校合作之生態文化建立，但也出現「權力知識化」的危機。

關鍵字

課程美學探究取向 ； 教育批評 ； 藝術統整課程

並列摘要

The main aim of this study is to explore the theory and practice of aesthetic form of curriculum inquiry. In order to understand the concept of aesthetic inquiry, literature review and educational criticism-one of the modes of aesthetic inquiry- were applied in this study. The focuses of the literature are on: 1. the history and meaning of aesthetic form of curriculum inquiry; 2. the epistemology of aesthetic form of curriculum inquiry; 3. the essential ideas of aesthetic form of curriculum inquiry; 4. the content and the method of educational criticism. The observations, interviews as well as document analysis that the researcher conducted for the educational criticism were designed for data collection from the arts integrated curriculum in the primary school.
According to the literature review and educational criticism, the research findings are followed:
1. With countering and beyond the shortcomings of positivist paradigm, aesthetic inquiry, interpretive aesthetics, as a tool for understanding curricular problems has been formulated by infusing phenomenology, symbolic interaction, and critical theory.
2. Aesthetic inquiry is both the rational and the artistic modes of knowing. With the interaction with curricular situations, it’s main purpose is to identify and represent the experience qualities by imagination and empathy.
3. Aesthetic inquiry as a mode of knowing which holds ‘knowledge as arts’ is as enactivism of knowledge. There are two results of aesthetic inquiry: One is the referential knowledge, the other is the knowledge of the aesthetic qualities of form per se.
4. Four essential ideas are included in aesthetic inquiry: analogous to art criticism; teaching as art; representing experiences by the shape of literary language; embodied empathy and understanding.
5.Educaitonal criticism is re-education of the perception of classrooms. It’s a systematic qualitative research which infuses the rigor of science and thought of art.
6. Educational criticisms of arts integrated curriculum in primary school: some teachers have realized the change of arts integrated curriculum, but some problems are presented mainly because the misunderstanding of the “integration”.; It’s helpful for students using varieties of learning strategies to undergo the art experience, but the teacher ought to rethink the use of cooperative learning; In the learning process, students showed the self-confident and got the meanings of content, but it’s still not enough for high level thought.; To practice arts integrated curriculum helps to establish the cooperative culture of the school, but the crises of power struggle are involved in curriculum planning.

並列關鍵字

aesthetic inquiry ； educational criticism ； arts integrated curriculum

參考文獻

黃政傑（1991）。課程設計。臺北：東華。

黃慶明（1991）。知識論（一）懷疑與確定性。鵝湖，16(6)，18-30。

甄曉蘭（2001）。從課程組織的觀點檢討統整課程的設計與實施。課程與教學季刊，4(1)，1-20。

劉豐榮（2001b）。當代藝術教育論題之評析。視覺藝術，4期，59-96。

歐陽教（1999）。教育哲學。高雄：麗文。