生活美學教育方案介入國中生學校與家庭生活之行動研究

本研究旨在理解於現行教育制度下，生活美學教育在國中校園的施行現況及教學困境，以嘗試提出更具效能的教學策略，然後再進一步建構生活美學教育方案介入國中生的學校與家庭生活，以探究其可行性。本研究採行動研究，以台南市一所鄉村型國中校園為場域，進行一連串行動介入，參與研究者有該校管理與決策者、教師、部分學生與家長，研究者並與校內老師形成夥伴關係，一起設計生活美學活動方案並加以實踐。本研究行動過程分為三個階段，每一階段的歷程模式為：(1)建立生活美學核心議題；(2)進入現場；(3)蒐集資料；(4)評估需求；(5)發展行動方案；(6)執行方案；(7)資料分析與處理。實施步驟如下：第一階段為與4位學校管理者之焦點團體訪談及設計並執行生活美學親子體驗營方案。第二階段包含三個項目，分別為(1)進行14位教師的個別訪談；(2)觀察三個學校舉辦之活動（敬師節、學生美藝、學生let me show）；(3)進入班級觀察，計有2位藝文領域教師共15節、1位綜合領域教師19節、1位社會領域教師5節，以上4位教師共計39節課的教學情形，並與其中三位教師形成合作團隊，成立生活美學推動小組，規劃並執行生活美學方案融入校慶活動。第三階段則綜合前二階段獲得之經驗及知能，徵求參與親子體驗營方案之二個家庭合作，設計生活美學介入家庭方案，觀察其學習生活美學之歷程及結果。本研究蒐集之資料分別有訪談逐字稿、活動及課堂觀察紀錄、會議紀錄、活動參與者之心得、活動學習單及問卷等，資料分析採主題式分析法。研究結果發現在現行國中生活美學教育現況及面臨困境的部分有：1.對美學無感的教師。2.等待啟蒙的教師，3.生活美學教育只能取決於教師的個人品味。4.受升學主義的影響不受家長重視。5.硬體環境難突破。另外，本行動研究藉由三階段循環的歷程模式，成功建構三個生活美學行動方案，一為生活美學親子體驗營，二為校慶生活美學活動，三為家庭生活美學活動，根據方案執行成果，提出生活美學教育有效策略如下：一、學校實施生活美學教育方案之策略（一）融入教學之策略有：1.喚起教學意識是首要之務。2.以日常生活事物來引導。3.善用地方特色、生活素材作教具。4.運用教師權威。（二）融入活動之策略有：1.美感設計策略：體驗設計、反差設計。2.參與學習策略：全員參與競賽、全員參與學習。3.動機的策略：神秘感、快樂學習。4.執行策略：多樣化的節慶活動、結合社區資源。二、家庭實施生活美學教育方案之策略（一）喚起家長生活美學意識策略有：1.人人皆可輕易上手。2.是一種生活態度。3.現學現賣的做中學。（二）親子共同學習策略有：1.親職教育。2.家庭成員間的共識。（三）以學習者為主軸策略有：1.生活美學主題的決定。2.親身體驗。以此結果可得知，本研究所建構之行動方案均具有可行性。

關鍵字

生活美學；美學教育；行動研究

並列摘要

This study aimed to understand the current situation and the dilemmas about life aesthetics education in Junior high school, try to present more efficacy teaching strategies. And then build life aesthetic education programs get involved in school and family life of Junior high school students, to understand the program's feasibility. This study is an action research, choosing a rural Junior high school in Tainan as a research field and making a series of intervention programs. People participating including the managers and the decision makers of the school, the teachers, part of the students and the parents. The researcher forms partnerships with school teachers, along with the design of life aesthetics programs and to practice scheme. This study is separated into three stages. The patterns of every stage are: (1)building the core issue of the life aesthetics; (2)entering the field; (3)collecting the information; (4)evaluating the demands; (5)developing the action program; (6)carrying out the program; (7)analyzing the data. Implementation steps are as follows: The first stage is to interview a focus group formed with 4 managers of the school, together to design and carry out the life aesthetics parental camp. The second stage including three procedures: (1)interviewing with 14 teachers individually; (2)observing three school activities (Teachers day, Students art, and Students let me show); (3)entering the teaching filed, including 2 art teachers 15 classes, 1 integrative teacher 19 classes, 1 social teacher 5 classes. In total, 39 classes of 4 teachers are observed. In addition, setting up a life aesthetics promoting group with 3 teachers among them. The group is in tend to plan and implement life aesthetics teaching programs on the day of school's founding anniversary. The third stage integrates the experience, knowledge and ability obtained from two stages above. Design a life aesthetics family intervention program and solicit 2 families who participated in the life aesthetics parental camp, and observe their learning process and results. The data collected in this study including interview transcripts, observation records of activities and classes, conference records, reviews of participants, learning sheets, questionnaires, etc. Will be performed thematic analysis. The result shows that the current status and obstacles of Junior high school life aesthetics education are: (1)teachers with no sense of aesthetics; (2)teachers wait for enlightenment; (3)life aesthetics education only depends on the teacher's personal taste; (4)negligence of the parents because of the credentialism; (5)hardware environment is hard to break through. Moreover, the action research successfully builds 3 life aesthetics action programs by means of a 3-stages cycle. The first is the life aesthetics parental camp. The second is life aesthetics activity in the school's founding anniversary. The third is life aesthetics activities in family. According to the results of the programs, the effective tactics are proposed as follows: 1. Tactics of life aesthetics education's implementation in school i. Strategies to assimilate into teaching are: (1)The most important goal is to arouse the consciousness of teaching. (2)Guide by normal things in everyday life. (3)Make good use of local specialties and materials in life as teaching materials. (4)Make use of the authority of the teachers. ii. Strategies to assimilate into activities are: (1)Aesthetic design strategy: Experience design, contrast design. (2)Participation learning strategy: Full participation in the contest , full participation in the learning. (3)Motivation strategy: Mystery, happy learning. (4)Execution strategy: Diverse festivals, combine with community resources. 2. Tactics of life aesthetics education's implementation in family i. Strategies to arouse the parent's life aesthetics consciousness are: (1)Everyone can easily get started. (2)It's a kind of life attitude. (3)Learning by doing. ii. Strategies to make parents and children learning together are: (1)Parent education. (2)Consensus of the family members. iii. Strategies which the learners are the core members are: (1)The decision of the life aesthetics' theme. (2)Experience by themselves. The result can be learned, all of the action programs built are feasible.