烘焙美感能力與教育養成之初探

魏嘉辰

doi:10.6825/NKUHT.2012.00011

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烘焙美感能力與教育養成之初探

The Preliminary Study on Aesthetic Competencies of Baking in University Education and their Cultivation

魏嘉辰 , Masters　　Advisor：蘇雅慧　　

繁體中文 DOI： 10.6825/NKUHT.2012.00011

烘焙美感能力；烘焙教育養成；美感教育；烘焙業； baking aesthetic competencies ； university education of baking ； aesthetic education ； baking industry

Abstract │ Reference (145) │ Times Cited (4) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

The preliminary study on aesthetic competencies of baking in university education and their cultivation aimed to get the viewpoints from the baking operators and university teachers. The purposes are (1) to understand the meaning of baking aesthetic competencies, (2) to understand the learning process of baking aesthetic competencies, (3) to understand the problem and improvement strategy of baking aesthetic competencies establishment. According to the purposes, this qualitative study used the semi-structured interviews with nine operators or university teachers who major in baking and get the success in baking area. The study was based on the thematic analysis to understand the aesthetic education of baking and provided some suggestions. The results are as follows:
1. Baking aesthetic competencies include the sense of vision, taste and smell, emotional bonding, aesthetic judgment, aesthetic imagination, and creativity.
2. Interdisciplinary and multi-experience learning is the learning process of baking aesthetic competencies.
3. There is a closed relationship between aesthetic feeling and technique practicing.
4. The aesthetic curriculum needs hierarchical learning as well as bonding in baking industry.
5. Teacher not only impart knowledge, but also guide students for learning.
6. Students need the correct learning attitude in aesthetic learning.
According to the results mentioned above, the suggestions for the educational institutions and teachers are as follows: 
1. The suggestions for the educational institutions:
(1) To provide sequential learning of aesthetic curricula.
(2) To develop aesthetic curricula integrate into baking practice curricula.
(3) To develop the curricula that focus on the sense of vision, taste and smell for students.
2. The suggestions for university teachers:
(1) To develop students to have the correct learning attitude. 
(2) To develop students to have aesthetic judgment, aesthetic imagination, and creativity.
(3) To develop the curricula that need connections with baking industry.
(4) To provide opportunities to have aesthetic experiences for students.

Reference ( 145 ) 〈TOP〉

王淑芬（2011）。尋找生活課程的美感經驗－Dewey美感經驗觀點（未出版之碩士論文）。國立台北教育大學，新北市。
連結：
王麗倩（2010）。從音樂動覺的建立發展音樂美感經驗之教學關懷。課程與教學季刊，14（1），41－62。
連結：
行政院主計處（2011b）。物價統計資料庫。
連結：
何美瑤（2005）。台灣的技職教育。學校行政雙月刊，35，129－144。
連結：
吳明富（2010）。從藝術治療圖畫診斷分析到美感同理歷程的省思：以開放畫室個案探究為例。台灣藝術治療學刊，2（1），1－17。
連結：

Times Cited (4) 〈TOP〉

Altmetrics

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