大學生對環境美學與空間認知融入通識課程學習成效之研究─探索國立臺灣師範大學校園之美為例

A Study on the Learning Effect of College Students with Environmental Aesthetics and Spatial Cognition Integrated into General Course ─ Exploring the beauty of the campus of National Taiwan Normal University as an example

李心寧(Lee Hsin-Ning)

指導教授 ： 張子超

國立臺灣師範大學/理學院/環境教育研究所/碩士(2019年)

https://doi.org/10.6345/THE.NTNU.GEE.003.2019.F02

摘要

通識教育為全人教育其目的在於培養學生對不同領域的全方位發展，以及獨立 思考、融會貫通的能力。另，許多專家學者提出，親身體驗、投入自然，為激發 維護環境的一種動力來源。而為增加體驗與感知之敏銳度，必須加入美之教育， 使人與環境產生更深一層情感關係，促使人產生行動之意願。
因此，本研究將著手於美、美學、美感與審美的培養與提升，從環境美學、 空間認知能力之知識與技能的養成切入，經過通識課程的整合，培養其生活中美 的發掘，找尋保護環境的原動力，進而改變大學生的態度與行為，融入於日常生 活中及大學校園的探索體驗活動中，以達成思考全球化，教育行動在地化的內 涵。
本研究欲探討通識課程學習成效，採用前後測問卷調查以及團體訪談，以臺 灣師範大學 106 年第一學年度選修「環境倫理與永續發展」通識課程學生為主， 課程期間要求學生須實踐與體驗校園的環境與空間，並完成個人作業以及團體作 業，最後邀請三組團體作業主題較為特殊之組別，接受研究者的訪談，以深入瞭 解學生實際的感受與想法。
問卷分析結果發現，「校園美的觀察」均可正向地預測「校園美的實踐與執 行」，透過觀察體驗更能刺激學生轉化與吸收，當大學生對於美的知覺與觀察力 被喚起時，能提升大學生對於校園與周遭環境的欣賞、省思與實踐。
研究者發現，大學生很少留給自身的校園一個充裕的時間，靜心體會環境的 機會，但在修習通識課程之後，學生開始需要留意校園的各種美和空間，有助於 促進大學生對校園環境、美與空間的欣賞與行動，對於問題的發現與省思甚至能 由校園空間拓展至周遭環境。最後，在課程設計上，空間相關之內容較能引起大 學生的注意與學習之意願，以學生對空間相關之好奇心作為動力，有助於帶動課 程之吸收與轉化。

關鍵字

環境美學 ； 空間認知 ； 環境教育 ； 通識課程

並列摘要

The purpose of general education is to cultivate students’ ability of independent thinking, as well as comprehensive development. In addition, many experts and scholars point out that having the first-hand experience and immersing into nature are the way to motivate people to take care of our surrounding environment. Therefore, joining the aesthetic education is necessary, it could increase not only people’s experience and the sensitivity of perception but also people’s willing to make the actual action.

As the result, this study will begin with the aesthetics, beauty and aesthetic training and promotion. Based on the environmental aesthetics, the ability of spatial cognitive ability, and through the integration of general education curriculum to assist people finding the beauty in life, moreover, stimulating their awareness of protecting the environment.

The study intends to explore the effectiveness of the general education by using pre-test and post-test questionnaires and group interviews and especially focus on the first year of the 106th year of Taiwan Normal University, the students of the "Environmental Ethics and Sustainable Development" general course. During the course, students are required to practice and experience the environment and space of the campus and to complete the both group and individual assignments. Eventually, the researcher interview three special groups to receive a deeper feedback of the students' feeling and thinking.

The results of the questionnaire analysis found that "Observation of Campus Beauty" can positively predict "Practice and Implementation of Campus Beauty". It is clear to find that students have the outstanding improvement on transformation and absorption of the curriculum via the observation experience. When college students' perception and observation of beauty are evoked, they can enhance their appreciation, reflection and practice on campus and surrounding environment.

The researcher realizes that college students have less chance to explore the campus before. However, after taking the general education course, students begin to pay attention to the various beauty and space in the campus. This significant changing is conductive to improve college students' appreciation and action on the campus environment, furthermore, this result can even be extended to apply from the campus to the surrounding environment. At last, within the curriculum design, the space-related content can attract students' attention more and increase their willingness to learn. Therefore, we can take students' curiosity in space as a motivation to enhance the absorption and transformation of the curriculum.

並列關鍵字

Environmental Aesthetics ； Space Cognition ； Environmental Education ； General Education Courses

參考文獻

周少凱、許舒婷（2010）。大學生環境認知、環境態度與環境行為之研究。嶺東學報，27，85-113。

吳木崑（2009）。杜威經驗哲學對課程與教學之啟示。臺北市立教育大學學報，40（1），35-54。

張芬芬（2010）。質性資料分析的五步驟：在抽象階梯上爬升。初等教育學刊，35，87-120。

一、中文參考文獻

王佩玲（2004）。探討國中生獲取空間知識的過程（碩士論文）。國立臺北師範學院，臺北。