二十世紀的博物館被賦予教育性的責任,結合了教育理論、認知心理學、後現代主義、科技應用等各學門理論應用,以「人」為考量主體。教育目標融合多元文化的觀點,提供一個反思的機會,背負著正向引導社會的責任,進而成為一種社會公器。 台灣走向經濟繁榮之後,開始重視追求社會公平的議題,博物館責無旁貸地關注社會上的弱勢團體。身心障礙兒童在社會上享有的教育資源有限,且有時候障礙也會伴隨著其他障礙,學習情況並非單一性,而博物館特殊的教學環境,毫無壓力的自主學習,且利用多感官的刺激,創造障礙兒童愉快的體驗經驗。 世界宗教博物館近年來以生命教育為教育目標,訴求生命價值與靈性成長。本篇論文以「世界宗教博物館」為身心障礙兒童量身策劃的「小天使專案」為觀察對象,分析其中五所台北市資源班團體,這五個團體的學生多以情緒障礙、學習障礙與自閉症學童為主,觀察導覽員運用帶領技巧協助該群學童克服學習上的缺陷,融入生命教育的意涵的意義,試釐清博物館對身心障礙兒童教育活動的意義。
There is a responsibility of education given to the museum in 20th century. It leads the society to have self-examination by supplying diversely views and being considerable for audiences and combining theories with other categories. Museum in Taiwan concerned about the issue of society fare and disadvantage minority when getting rich. There is limited educational opportunity for disability children to enjoy. Disability children when learning may accompany with other disability so that it’s hard for them to simplex learning things. It’s good way for them to learn things in museum which can supply stimulated and happy and unpressured environment. In order to let people know the value of life and growth of the soul so that Museum of World Religions base on life education as a goal. There are five cases in my observation which are carried out by ” The Angel Case” in Museum World of Religions . In my thesis , I focus on emotional barrier, Learning disabilities and autism . By analysis how the guide in museum to help the disability children overcoming their learning problem and combining the life education in the tour. To clarify the meaning of education for disability children.