美力跨界：國民小學跨領域美感課程實踐之研究

Abstract

本研究目的在建構一套藝術與自然科學於國小階段的跨領域美感課程，依此課程三大主軸–提升美感經驗、理解跨域美感課程共通概念、藝術創作加入存在美學及跨域整合等內容，進行課程實施與教學。期望透過課程的實施，破除藝術領域分科僵化的教學形式，融整其它領域的知識結構，並能藉由降低藝術挫敗感提升學生藝術學習自信，同時展現於國小階段視覺藝術與自然科學跨領域美感課程設計的可能性及價值。為達成此研究目的，本研究以國小六年級一個班級12位男生及12位女生共24位學生為主要研究參與者，以行動研究取向的課程設計與教學實踐，採取質化的觀察、訪談、文件分析等資料蒐集，從課程與教學、學生學習成果和教師專業成長三個層面，探討跨領域美感課程建構與實施。研究結果如下：一、藝術為本位的跨域美感課程建構能提升學生美的實踐力。二、五感體驗能提升學生藝術敏銳度與創造力。三、學生透過跨域整合能付諸美感行動。四、藝術教師透過跨領域美感課程建構與實施提升跨域美感知能。

The Study aims to construct a aesthetic and natural science of Cross-disciplinary Aesthetic Curriculum in Elementary School. The three main core of this course are promote aesthetic experience, understand the common concepts of cross-domain aesthetic courses, artistic creation joining existence aesthetics and cross - domain Integration. Under such curriculum design, breaking through the rigid teaching form of art division, integrate knowledge structures from other fields, reduce art frustration and improve students' confidence in art learning. To accomplish the purpose,the researcher conducted an action research in which the curriculum is developed and implemented. 12 male and 12 female sixth graders participated in the study. Classroom observations, student’ recorded interviews and follow-up date analyses are collected qualitatively. With the data collected, the construction and implementation of multicultural curriculum is discussed regarding the dimensions of curriculum and instruction, learners’ learning effects and teachers’ professional growh.The study findings are presented as follows. 1. The cross-domain of visual art and natural science, help to Improve students' aesthetic experience. 2. Multiple teaching strategies and evaluation methods, help improve learners’ learning interests and effects in aesthetic. 3. Students through cross-domain integration, it can break the boundaries of disciplines, putting artistic creation into aesthetic action. 4. Aesthetic teachers are able to improve their multicultural professional growth by Cross-disciplinary aesthetic curriculum.