以課程美學探究取向發展通識教學創意

To Develop Creation of General Education Based on Aesthetic Inquiry into Curriculum

王玫(Mei Wang)

《通識教育與多元文化學報》 2期 (2011/08) Pp. 103-131

https://doi.org/10.30119/TSJYYDYWHXB.201108.0005

摘要

為展現通識教學創意，跳脫標準化規範的教育模式，筆者引用「課程美學」概念於通識課程設計中。透過對課程美學相關文獻的探討，從概念、內涵到實踐，依循其脈絡與紋理，將課程美學進行探究。本弜發現課程美學乃一動態文本，是一種課程的活化，重視藝術帶來的美感經驗，從中可以開創新視野，產生知覺與詮釋，並為自己創造意義。尤其建議將敘事文學作為誘發想像的工具，重視讀寫能力作為學習成果的確認。而美學實踐最終的目標在促成群體和諧的力量。筆者據此設計一門通識課程，運用「課程即美學文本」的概念，以台北老建築作為引發想像的觸媒，讓學生有機會與生活場域進行對話，感知覺察環境氛圍，並藉由認識與實踐，創造個人的意義。

關鍵字

課程美學探究 ； 通識美學課程 ； 美感經驗

並列摘要

In order to develop creation of general education and avoid the model of fixed criteria, author performed ＂curriculum aesthetic＂ into general education. This paper proceeded literature discussion from concept, contents to practice of the ＂curriculum aesthetic＂. This study found that ＂curriculum aesthetic＂ was a dynamic text as well as an alive curriculum, and it emphasized on aesthetic experience from arts. Arts could open wide vision and get the abilities of perception and interpretation as well as produce meaning to individuals. Especially, this study was suggested that literature could be made use of as a tool to induce imagination and reading and writing abilities were supposed to be enhanced in class. The ultimate purpose of aesthetic practice was to improve society in concord. Author designed a class about Taipei old architectures based on ＂curriculum aesthetic＂. The purpose of this class was to induce the imagination as well as unfold a talk between students and environment. Students could make their own meanings when they start to fell and perceive.

並列關鍵字

curriculum aesthetic inquir ； general aesthetic curriculum ； aesthetic experience