從設計師角度探討教師美感素養賦能之道

A Study of Ways to Empower Teacher's Aesthetic Literacy from Designer's Perspective

邱鈴惠(Chiu Ling-Hui)

指導教授 ： 陳瓊花

國立臺灣師範大學/藝術學院/美術學系/碩士(2022年)

https://doi.org/10.6345/NTNU202201247

摘要

本研究旨在從不同設計領域角度出發，分析與討論中等階段藝術教師美感素養之養成與賦能的落實與建議途徑，強化以自身美感認知的信念與價值觀在各自領域發揮影響力的自覺。研究方法為透過文獻分析建立訪談綱要，立意取向分別選擇各領域設計師與中等階段藝術教師共八位為研究對象，針對深度訪談的內容進行交叉比對與綜合討論，主要探討三個研究問題：一、設計師所認為的美感素養為何？該如何養成？二、從設計師觀點，針對中等階段藝術教師美感素養增能／提升的課程／工作坊，宜包括哪些重要概念？三、以設計師角度，針對中等階段藝術教師的美感素養賦能方面，有哪些途徑？

本研究歸納出以下結論：一、設計師所認為的美感素養應是能自然而然實踐於生活中的個人美感價值觀與美善的追求；二、美感素養增能／提升的課程／工作坊建議包涵的重要概念：（1）對生活的觀察與敏銳度；（2）在地化與國際觀的意識；（3）廣泛閱讀的重要性；（4）從個人到專案的管理能力；（5）人際相處的重要性；（6）系統思考能力。三、美感素養賦能的建議途徑：（1）培養對日常生活觀察的敏銳度；（2）在地化與國際觀的連結與轉化；（3）不同資源的利用以進行閱讀活動；（4）各方面管理能力的應用與轉換；（5）溝通表達與說話的藝術；（6）系統思考能力的培養；（7）個人美善與積極主動的價值觀建立。

關鍵字

美感素養養成 ； 素養導向教師教育 ； 藝術教育 ； 設計教育

並列摘要

This study aims to analyze and discuss the implementation and suggested ways of secondary school teachers' aesthetic literacy development from the perspective of the different design field, and to strengthen the self-consciousness of the beliefs and values that are based on their own aesthetic perception to exert influence in their respective fields. The research method is to establish an interview outline through literature analysis, and choose eight visual designers and secondary school teachers as the respondents. The content of the in-depth interviews is cross-compared and comprehensively discussed. Three research questions are mainly discussed: 1. What is the aesthetic literacy considered by the designer? How to develop it? 2. From the designer's point of view, what important concepts (Big Ideas) should be included in courses/workshops aimed at enhancing/improving the aesthetic literacy of secondary school teachers? 3. From a designer's perspective, what are the suggested ways to deepen and enhance the aesthetic literacy of secondary school teachers?

The study concludes the following conclusions: 1. The aesthetic literacy considered by designers should be personal aesthetic values and the pursuit of goodness that can be naturally practiced in life. 2. The important concepts (Big Ideas) suggested by the courses/workshops for the enhancement of aesthetic literacy: (1) Observation and sensitivity to life. (2) Localization and international awareness. (3) Extensive the importance of reading comprehension. (4) The ability to manage from individuals to projects. (5) The importance of interpersonal relationships. (6) The ability to think systematically. 3. Suggested ways to deepen and enhance aesthetic literacy: (1) Cultivation the acuity to observe daily life. (2) The connection and transformation of localization and international views. (3) The use of different resources for reading comprehension. (4) The application and transformation of various management capabilities. (5) Communication and expression The art of speaking. (6) Cultivation of systems thinking ability. (7) Establishment of personal benevolent and proactive values.

並列關鍵字

aesthetic literacy development ； literacy-oriented teacher education ； art education ； design education

參考文獻

朱元祥（2001）。提昇設計教育的國際競爭力。生活科技教育月刊，34（3），2-8。

林曼麗（2003）。藝術教育於二十一世紀教育中應有的角色。國家政策季刊，2（3），91-102。

中文部分

Merci Kuo（2017）。設計師的生存之道－有意識地自學，是快速成長的唯一途徑。女人迷專欄。https://womany.net/read/article/13973?ref=hahow。

藝風堂編輯部（譯）（1990）。デザインとは何か（何謂設計）（原作者：川添登）。角川書店。（原著出版年：1971）