運用美感經驗理念於國中家政教學之行動研究─以生活雜貨設計課程為例

本研究旨在探討國民中學實施美感經驗教學運用在自編生活雜貨設計課程，以了解學生美感經驗獲致情形、學習動機其學習結果的改變，以及教師實施美感經驗課程教學的專業成長。本研究之研究對象是台南市某國中之一年級學生。本研究歸納出美感經驗的特色為和諧平衡的互動、愉悅滿足的感受、生活經驗的連結、專注情感的投入、珍惜積極的行動及自由創意的想像六項，並應用美感經驗理念設計每堂45分鐘，共計10週具美感特質的生活雜貨設計課程。在教學歷程中所採用的美感途徑歸納為「轉化」美感經驗的教學引導、尊重學生主體的「多元視野」、善用美感觸發的效果元素三項。透過課程教學歷程紀錄、教師教學反省日誌、訪談、學生作品及美感經驗課程問卷進行前、後測統計資料。研究之結論如下：1.悠遊浪漫的教學節奏、活化生動的遊戲歷程、自主合作的小組學習、用心結合美感藝術的教材造就美感經驗的實現； 2.在t考驗分析結果中，學生在愉悅滿足的感受、生活經驗的連結、珍惜積極的行動、自由創意的想像學在教學後顯著進步；3.美感經驗課程可提升學生的家政科學習動機；4.美感經驗課程可增進創造思考、台風說話、團隊合作、問題解決，提升主動觀察的視野、人際情感的交流、自我超越的精神；5.研究者在課程中體現從容慢活的教育美學、給予學生嘗試探索的機會、提升自我教學的信心具專業性成長。

關鍵字

美感經驗；家政課程；生活雜貨

並列摘要

This study is focused on senior high school students’ changing process of aesthetic experience applied in Home Economics curriculum, for upgrading students’ learning motivation, other learning effects and teacher’s professional abilities in curriculum and teaching. The study subjects are the 1st grade students of a junior high school in Tainan City. Using documentary analysis summarizes the characteristics of aesthetic experience: interaction of harmony and balance, feelings of pleasure and satisfaction, connection of life experience, concentration of emotional absorption, action of cherishing and vigorous and imagination of creativity and freedom, applying these aesthetic experience concept of the home economics with Zakka design courses. Aesthetic approaches used in teaching process summarized as "Transformed" aesthetic experience teaching and guiding, respecting students’ multiple Perspectives and making good use of aesthetic elements. The data is collected through classroom observation, journals, interview, students’ works as well as the pretest and protest scores in Aesthetic experience Questionnaire to observe students’ changing process. The results of this study are as follows: 1. Wandering around romantic teaching rhythm, vigorous game activities, independent cooperative group learning, intentions combined with the art materials can achieve aesthetic experience. 2. In t-test analysis, students’ acquirement in feelings of pleasure and satisfaction, connection of life experience, action of cherishing and vigorous and imagination of creativity and freedom, are significantly better than before. 3. Aesthetic experience curriculum can enhance students’ learning motivation in Home Economics. 4. Aesthetic experience curriculum can promote creative thinking, expressing, teamwork and problem solving ability, as well as active observation, emotional communication and self-transcendence. 5. Researchers reflect the slow calmly aesthetic education in the curriculum, giving students the opportunities to explore, and improve self-confidence in teaching ability with professional growth.