審美意識注入服務學習課程之探究

The Study of aesthetic consciousness into service-learning curriculum praxis

王玫(Mei Wang)

《通識教育與多元文化學報》 4期 (2014/07) Pp. 115-145

摘要

本研究主要從審美意識出發，從服務學習課程實踐中，將審美意識主體、審美客體、審美主體所形成之關係與內涵，以意向性、表現性與共感性交互涵涉，讓學習主體得到意識覺醒。本研究以審美意識注入服務學習課程的途徑：一、處境意識；二、想像意識；三、解放意識的豁醒，應用於服務學習課程的教學理念中。教學本身應是積極和互動的，鼓勵合作學習、問題呈顯和解放訴求，本研究透過美感經驗開啟主體之審美意識，讓美學之主體性、自主性與能動性貫注於主體，讓主體意識的積極投入，產生認知行動，一種在行動中朝向自我意識的奮鬥，從這樣的情境中，教師與學生都必須嘗試要求自己探尋個人實踐之有價值的問題，這樣以審美意識注入於服務學習課程之探究才顯得有意義。因之本研究目的如下：一、審美意識之於服務學習課程之行為涵構為何？；二、審美意識注入服務學習課程的途徑為何？；三、從審美意識的行為涵構中，檢視服務學習課程實踐的圖像是否具有價值。

關鍵字

審美意識 ； 審美課程 ； 服務學習課程

並列摘要

This study aims to probe into the concept of aesthetic consciousness into service-learning. The aesthetic behaviors in this service-learning curriculum contain three modes that include aesthetical conscious subject, aesthetic object and aesthetic subject. The three modes interact with Intentionality, express and sympathy in order to encourage student’s conscious perception. This study applied 3 methods to work up aesthetic consciousness subject in a service-learning by situation, imagination and relief consciousness process. In order to encourage learning and have perceptional action of subject, this study tried to apply aesthetic experience as a core element in this curriculum to make subjects have subjective, autonomic and practicable abilities. This action processes which search into one's goal is a way to make dreams come true. This study has 3 purposes as follows：1.Waht's the aesthetic behaviors interaction? 2.What's the methods to put aesthetic consciousness into service-learning? 3.To examine the meaning of service-learning according to the interaction among aesthetic behaviors.

並列關鍵字

aesthetic consciousness ； aesthetic curriculum ； service-learning