感－思－行－省教學模式以涵養想像力及美感經驗

本研究立基於Dewey的經驗學習理論，運用行動研究深化前期發展的學習方案，立意開發教師端的引導模式，並運用前後測設計及作品表意式評量，探討整體教學模式的成效。研究結果提出由感、思、行、省四個主軸循序循環展開的教學模式，其引導重點包括：「感－引導探索與深化感受」、「思－營造止、定、靜、安的氛圍深化探索」、「行－促進體驗知行落差與辯證淬煉」、「省－提供內外在經驗對話整合空間」。學習成果資料顯示，整體模式能有效促發學習者不同層面的想像力與深化美感經驗，具體成效包括：鬆動刻板習性活化美感知覺、接觸經典作品釋放想像力，從自我與美感作品互動中涵養智慧，乃至透過微型創作體驗知行落差，尋找自屬的創作語言發展統整經驗。研究結果可提供高等教育教師開發美感相關課程時，帶動個體想像力涵養深化美感經驗時參考運用。

關鍵字

美感經驗；想像力；感－思－行－省教學模式；學習回饋

並列摘要

This study was based on Dewey's experiential learning theory, using action research method to refine a learning program developed by preliminary research, and to establish a teacher guidance model. We also used pre- and post-test research design and work performance evaluation to justify the effectiveness of the overall instructional model. The guidance model followed a repeated cycle of feeling, thinking, acting, and reflecting. The feeling stage involved guiding learners to explore and deepen their perception. In the thinking stage, to deepen their exploration of knowledge, the teacher allowed learners to enter the four meditative stages: knowing where to stop, calmness, quietness and stillness, and being at ease. In the acting stage, learners were guided to understand the gap between their knowledge and action and to refine their arguments. During the reflecting stage, the teacher provided a space that facilitated dialogue and integration between the learners' internal and external experiences. The quantitative and qualitative data analyses revealed that the model was effective overall in stimulating learners' imagination at various levels and deepening their aesthetic experience. This study helped learners to break through stereotypical thinking and invigorate aesthetic perception, to learn about classic works and stimulate their imagination; to cultivate wisdom through their interaction with aesthetic works, to identify the gap between their knowledge and action by creating micro-miniature works, and to find a language of their art creation as a summary of the aesthetic experience. The study results may serve as a basis for teachers in higher education to stimulate learners' imagination and deepen their aesthetic experience in aesthetics courses.

並列關鍵字

esthetic experience ； imagination capability ； feeling-thinking-acting-reflecting model ； learning feedback

參考文獻

許育齡（2020）。探究想像力帶動美感知覺與經驗發展的學習方案與教學實踐。教育研究集刊，66（4），1-38。doi:10.3966/102887082020126604001 Hsu, Yuling (2020). A practical study on exploring the learning program of inspiring imagination capacity to promote the development of aesthetic perception and experience. Bulletin of Educational Research, 66(4), 1-38. doi:10.3966/102887082020126604001

李雅婷（2010）。美感教育之實踐策略探究：以敘事課程為例。教育學刊，35，65-98。doi:10.6450/ER.201012.0065 Lee, Ya-Ting (2010). A study of practical strategies for aesthetic education: Narrative curriculum. Educational Review, 35, 65-98. doi:10.6450/ER.201012.0065

Averill, J. R. (1999). Individual differences in emotional creativity: Structure and correlates. Journal of Personality, 67(2), 331-371. doi:10.1111/1467-6494.00058

Berenhaus, M., & Cupchik, G. (2020). Transferring habits of mind from an aesthetic context to everyday life. Empirical Studies of the Arts, 38(1), 60-70. doi:10.1177/0276237419868949

Ghadiri nezhdyan, F., & Abdi, B. (2010). Factor structure of emotional creativity inventory (ECIAverill, 1999) among Iranian undergraduate students in Tehran universities. Procedia-Social and Behavioral Sciences, 5, 1442-1446. doi:10.1016/j.sbspro.2010.07.304

主題瀏覽