美感教育融入國小生活課程實踐之個案研究

本研究目的旨在建構美感教育融入國小生活課程的實踐方案，期待能透過方案的實施，引發並提升學生的美感經驗並學習將美感經驗運用在真實生活中，同時探究美感教育融入生活課程的可能性與課程價值所在。為此，本研究美感教育圖像為基礎，參考生活課程教材，嘗試結合在地文化與學生特質，分別以「人與自己」、「人與自然」、「人為社會」為三主軸設計課程，並以國小一年級學生為個案進行教學實踐，透過覺察、省思、實踐的過程，以觀察、訪談、文件分析等方法來蒐集資料，從課程教學、學生學習、教師成長等三個層面來探究美感教育課程之設計和實施。研究結果如下：一、學習方案的設計方面：（一）以課綱內涵做為目標訂定依據，結合幼小銜接美感學習，並融入在地文化與學生特質設計學習方案。（二）以遊戲本質引導學習者走讀校園，結合多元媒材，以五感啟動美感學習。（三）學習方案的設計要回應學生特質與需求。（四）學習環境的營造要能啟迪美感覺察感知與探索行動。（五）美感學習評量重視歷程與循序漸進的支持與鼓勵。二、課程實施的歷程方面：（一）以生活與學習情境引導學生的美感觀察與參與。（二）透過主題體驗與探索，培養學生對美感的覺察。（三）搭建美感學習的鷹架，培養學生生活應用和創造能力。三、對教師專業成長的意義：（一）促進研究者美感教育內涵與重要性的理解，以及教學實踐的能力。（二）透過同儕諍友的相互支持，體會教師專業學習社群的重要性。（三）提升研究者持續實踐美感教育的動力。依據研究結果提出相關研究建議如下：一、對教師而言（一）教師宜採開放態度，打破對美感迷思。（二）適度調節進度壓力。（三）教學場域轉換上要適度調整。（四）幼小銜接的換位思考，注意細節。（五）充分落實親師溝通。二、對學校而言（一）美需要如蝶般群體共舞的吸引盤旋。（二）美需要如蜂般勤勞合作的共好支持。三、對研究者而言（一）讓美感從課程設計變成文化感知與基因，要整合現有資源，結合班級經營做課程的規劃與設計。（二）教學實踐的再擴展。

關鍵字

美感教育；美感經驗；美感教育圖像；生活課程

並列摘要

The purpose of this research is to construct a set of practical plans for integrating aesthetic education into elementary school life courses. It is expected that through the implementation of the plan, students' aesthetic experience will be triggered a nd enhanced, and students will learn to apply aesthetic experience in real life, while trying to integrate aesthetic education into The possibility of life course and the value of exploring course. To this end, this research is based on the aesthetic education images proposed by the Aesthetic Education Research Office. After referring to the content of the textbooks, we try to combine the local culture and the characteristics of the students, using "people and themselves", "people and nature", "Human for society" is a three-axis design curriculum, and first-year elementary school students are used as individual cases for teaching practice. Through the process of awareness, reflection, and practice, data are collected through observation, interview, document analysis and other methods. The design and implementation of aesthetic education courses are explored in three levels: student learning and teacher growth. The research results are as follows: 1. The design of the learning plan: （1）Design a study plan based on the connotation of the syllabus as the goal, combining learning with the aesthetic sense of the young and young, and integrating the local culture and student characteristics. （2）Guide learners around the campus with the essence of games, combine multiple media, and start aesthetic learning with five senses. （3）The design of the learning plan should respond to the characteristics and needs of students. （4）The creation of a learning environment should be able to inspire beauty, perception, perception and exploration. （5）Aesthetic learning assessment emphasizes the process and gradual support and encouragement. 2. Course implementation process: （1）Guide students' aesthetic observation and participation through life and learning situations. （2）Through theme experience and exploration, cultivate students' awareness of beauty. （3）Build a scaffold for aesthetic learning, and cultivate students' daily application and creativity. 3. The significance to the professional growth of teachers: （1）Promote researchers' understanding of the connotation and importance of aesthetic education, and the ability of teaching practice. （2）Through the mutual support of peers and friends, realize the importance of teachers' professional learning community. （3）Enhance the motivation of researchers to continuously practice aesthetic education. According to the research results, relevant research recommendations are as follows: 1. For teachers: （1）Teachers should adopt an open attitude and break the myth about beauty. （2）Moderately adjust schedule pressure. （3）Appropriate adjustments should be made in the transformation of teaching fields. （4）Empathy for the convergence of young and young, paying attention to details. （5）Fully agree and communicate with parents. 2. For the school: （1）Beauty needs to attract and circle like a butterfly-like crowd dancing. （2）The United States needs the support of a bee-like diligent cooperation. 3. For researchers: （1）To change aesthetics from curriculum design to cultural perception and genes, it is necessary to integrate existing resources and combine class management to make curriculum planning and design. （2）Further expansion of teaching practice.