國民小學美感教育推動之個案研究

本研究其目的在探究國民小學(以下簡稱國小)催化美感教育政策行動者的動機、美感教育的推動困境、美感教育的推動策略，及推動美感教育對學生學習發展的效益。本研究依據上述目的所擬定之研究設計為實證分析，主要是以三所個案學校之美感教育政策行動者為研究對象，並採用訪談法、觀察法、文件分析等研究方法，蒐集三所個案國小美感教育推動情況，同時瞭解及分析國小美感教育推動困境、解決策略及美感教育對學生學習發展效益之歸納整理，以達成本研究目的。本研究經過理論歸納與實證分析兩階段的研究歷程，因應研究目的所提出的研究問題而獲得的研究結果臚列如下: 一、學校善用獎勵制度，鼓勵師生共創美感成功經驗，可催化美感教育政策行動者的動機。二、領導者以美感藝術專長帶領專業成長，能激勵美感教育政策行動者的動機。三、美感教育師資不足，教師美感專業素養不夠，藝術課程時數太少，導致美感教育長年不受重視。四、老師與家長以升學及成績為考量，對美感教育的認同感不足。五、學校運用政策領導策略，善用紅布條、跑馬燈等公開宣導美感教育之重要性，可提升教師對美感教育的重視。六、學校運用行政領導策略，成立美感教育推動小組，申請藝術輔導團到校輔導，強化教師美感教學能力。七、學校運用教學領導策略，成立教師美感學習社群，善用公開授課機制，增強教師美感教學能力。八、學校運用課程領導策略，辦理美感論壇、研習、工作坊，研發課程，提高教師美感課程創新能力。九、打造學校成為學習共同體，規劃美感教育校訂課程，深化美感課程實踐。十、學校結合藝文場館開發美感體驗課程，可增加學生美感多元課程與生活實踐。十一、學校積極申請政府及民間資源，讓美感教育走出教室結合生活。十二、教師運用數位科技教學，增加學生美感學習興趣，提升教師美感教學能力。十三、借鏡美感教育先進國家，運用跨領域美感教學，統整學科學習，可讓學生的學習與世界趨勢接軌，產生學生學習發展的效益。十四、推動美感教育可強化學生知識、能力與態度，達成五育均衡的學習效益。根據上述研究結果歸納為具體結論，以提供教育行政有關單位和國民小學推動美感教育以及後續研究提出具體建議與參考。

關鍵字

美感教育；美感教育推動；推動策略；個案研究

並列摘要

The purpose of this research is to explore the motivation of doers in national elementary schools (hereinafter referred to as elementary schools) that catalyze aesthetic education policies, the difficulties of promoting aesthetic education, the promotion strategies of aesthetic education, and the benefits of promoting aesthetic education on students’ learning development. This research is designed as an empirical analysis according to the above purpose. It mainly focuses on the doers of the aesthetic education policy of three schools as the research subjects, and uses interview, observation and document analysis to collect the circumstances of the promotion of aesthetic education in the schools, analyze the motivation of the doers of the aesthetic education policy in each school, the dilemma of promoting aesthetic education, and summarize the solutions and the benefits of aesthetic education on the learning development of students, in order to achieve the purpose of this research. This research has gone through a two-stage research process of theoretical induction and empirical analysis. The research results obtained in response to the research questions raised by the research purpose are listed as follows: 1. By making good use of the reward system, schools can encourage teachers and students to create successful experiences in aesthetics and catalyze the motivation of doers in promoting aesthetic education policy. 2. Leaders use their aesthetic art expertise to lead professional growth, which can inspire the motivation of doers of aesthetic education policy. 3. Insufficient aesthetic education teachers, teachers’ lack of aesthetic professionalism, and too few art courses resulting in aesthetic education being ignored for many years. 4. Teachers and parents only take the admission and grades as considerations and lack a sense of identity for aesthetic education. 5. Schools use policy leadership strategies and make good use of red banners and marquees to publicly promote the importance of aesthetic education, which can increase teachers’ attention to aesthetic education. 6. Schools use administrative leadership strategies to set up an aesthetic education promotion group and apply for an art tutoring group to provide guidance to the school to strengthen teachers’ aesthetic teaching ability. 7. Schools use teaching leadership strategies to establish teachers’ aesthetic learning community and make good use of the open teaching mechanism in order to enhance teachers’ aesthetic teaching ability. 8. Schools use curriculum leadership strategies to handle aesthetic forums, seminars, workshops, and research and development courses to improve teachers’ ability to innovate in aesthetic courses. 9. Build the school into a learning community, plan the curriculum of aesthetic education, and deepen the practice of aesthetic curriculum. 10. Schools develop aesthetic experience courses in conjunction with art venues, which can increase students’ aesthetic courses and life practices. 11. Schools actively applies for government and private resources to let aesthetic education go out of the classroom and integrate life. 12. Teachers use digital technology to teach, increase students’ interest in aesthetic learning, and enhance teachers’ aesthetic teaching ability. 13. By mirroring advanced countries in aesthetic education, schools use cross-domain aesthetic teaching to integrate subject learning, which can make students’ learning follow world trends, and generate the benefits of students’ learning development. 14. Promoting aesthetic education can strengthen students’ knowledge, abilities and attitudes, and achieve a balanced learning effect of educating five domains simultaneously. There search results are summarized into specific conclusions to provide specific suggestions and references for the promotion of aesthetic education of related educational administrations and elementary schools and follow-up researches.