國小國語科美育教學之研究--從Maxine Greene美育觀點來分析

Abstract

中文摘要 本研究旨在瞭解國小國語科個案教師美育教學理念與實施之情形，研究者採用質的個案研究法，以觀察、訪談、文件、札記進行資料蒐集，並從Maxine Greene美育觀點進行分析與討論。根據研究結果的討論，分別提出國小國語科進行美育教學的方向、反思與建議如下：

一、就國小國語科美育教學的方向而言，提出進行美育教學 的要領有： （一）教師將自我意識專注文本中，進行交流與對話 （二）教師覺察學習元素，提供充分情境與想像脈絡 （三）教師運用藝術教育策略，設計體驗、詮釋與分享的活動 （四）討論美感問題，提供學習連結引導學生進入美感空間

另外，提出進行美育教學的策略有：戲劇體驗與詮釋、文學寫作活動、運用美感問題進行文學探究與賞析活動。

二、根據研究結果的討論，分別針對國小國語科美育教學的價值、運用藝術教 育策略進行國語科教學的目的性、以藝術教育策略進行國語科教學的可行 性、美育教學目的及其融入各個學科的探討，此四項提出反思。

三、最後，提出進行國小國語科美育教學的建議有 （一）鼓勵國語科進行美育教學 （二）國語科實施美育教學以培育學生感受力為首要任務 （三）推展藝術教育策略運用於國語科教學中 （四）教師善用美感問題來營造自由與分享的空間 （五）提供教師獲得美感經驗的機會

關鍵字: Maxine Greene、美育、國小國語科、美育教學

A Study on aesthetic education of language art in the elementary school –from Maxine Greene’s perspectives of aesthetic education

Yu-huan, Lu Abstract

The purpose of this study is to analyze a language art teacher’s teaching philosophies and the implementations in the elementary school from Maxine Greene’s perspectives of aesthetic education. Adopting the case study approach, the methods applied for data collection includes classroom observation, interview, document and researcher’s notes. Based on research findings, the directions, reflections and suggestions for aesthetic education are provided as follows：

Ⅰ. Directions for aesthetic education： 1. The main point of aesthetic education in language art class： （1）Teachers must infuse self-consciousness into the texts to foster Communication and dialogues. （2）Teachers have to perceive the elements of learning, and provide enough contexts and imaginational clues. （3）Teachers need to apply artistic education strategies to design experiential, interpretational and sharing activities. （4）Teachers have to discuss aesthetic questions with students and provide learning connections to lead students into the aesthetic realm.

2. Strategies of aesthetic education include experience, interpretation and exploration of drama, writing and reading activities based on aesthetic questions.

Ⅱ. Reflections on aesthetic education: Reflections from the concluding discussion are focused on the value of aesthetic education in language art class, the purpose of applying artistic education strategies to language art class, the feasibility of applying artistic education strategies to language art class, the purpose of aesthetic teaching, and the feasibility of applying artistic education strategies to other subjects.

Ⅲ. Suggestions for aesthetic education: 1.Teachers should be encouraged to apply aesthetic education to language art class. 2.The primary task to promote aesthetic education in language art class is to develop students’ sensibility. 3.The implementation of artistic education strategies in language art class should be encouraged. 4.Teachers should make good use of aesthetic questions to create freedom and dialogical space. 5.Teachers need to be provided opportunities of aesthetic experience.

Key words：Maxine Greene、Aesthetic education、language art