幼兒園教師美感教育看法與實施之探究

本研究主要目的在探究三位主題及三位華德福等六位幼兒園教師，對於美感教育的看法以及現場如何實施美感教育，並以訪談和觀察為主要的研究方法，根據訪談及觀察中所蒐集到的資料，進行分析、整理和歸納，本研究所得到的結論分述如下：一、主題教學取向教師學習經驗為自我精進及親子為主，而華德福教學取向為在職進修為主此外再自我補足，因此幼兒園教師個人美感看法，會隨著生活、家庭、興趣喜好及教學取向而產生不同的影響。二、幼兒園教師實施美感教育有以下三點特色：（一）空間佈置及環境色彩，營造具有美感學習的氛圍，使幼兒在此氛圍中累積生活和美感的經驗。（二）教學規劃、學習氛圍及教學教具素材，看見幼兒需求給予充足的時間及多元、真實、可塑的素材和音樂，提升幼兒穩定情緒與想像創作的空間，開啟非固定感官能力。（三）教師素質能力、合作夥伴及親職交流互動，對於幼兒美感教育是有影響的，且重視生活與學校的連結，最重要的是影響家庭教育。關鍵字：美感教育、幼兒園教師、主題教學、華德福教學

關鍵字

美感教育；幼兒園教師；主題教學；華德福教學

並列摘要

The purpose of this research is to explore the preschool teachers’ perspectives on aesthetic education and how to implementaesthetic education in class. Interviews and observationswere used in the study to collect the data. The researcher interviews 3 theme-approach and 3 Waldorf-approach preschool teachers. The results of this research are stated as follows: І. Theme-approach preschool teachers' learning experiencesfocus onself-improvement and the relationship between parents and children, andWaldorf-approach preschool teachers emphasize on-the-job training and self-sufficiency. Therefore, preschool teachers’ personal aesthetic perceptions are affected by their lives, family, hobbies, and teaching mode. II.There are three characteristics for preschoolteachers to implement aesthetic Education: 1. Children accumulate life and aesthetic experiences from layout and colors in classroom. 2. Teaching planning, learning atmosphere and teaching materials can stabilize children's emotions and enhance their ability of imagination and creation. 3. The factors influencingaesthetic Education are teachers’ competency, the relationship with partners, and the interactions with parents. The most important influence is family education, they also focus on connection between lives and preschool. Keywords: Aesthetic Education, Preschool teacher, Thematiccurriculum, Waldorfapproach