國小教師美感教育課程實踐之研究－以綜合活動領域為例
No Thumbnail Available
Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究旨在建構一套美感教育融入國小綜合活動領域的課程，期望透過課程的實施，引發學生的美感經驗並提升其學習動機，同時展現美感教育融入綜合活動領域的可能性與價值。本研究以國小二年級學生為主要參與對象，透過行動研究取向之課程設計與教學實踐，以觀察、訪談、文件分析等資料蒐集方法，從課程與教學、學生學習成效與教師專業成長等三個層面，探究美感課程的建構與實施。
主要研究結果包含：一、以珍惜生命與自然體驗作為課程設計的主軸，建構出可引發學生美感經驗的課程。二、配合綜合活動領域的核心理念─體驗、省思與實踐，美感教育結合討論、體驗等互動性活動，來平衡學生美感經驗的產生。三、運用多元的教學策略與評量，以及豐富的教學資源，能提升學生對美感課程的學習動機與成效。四、行動研究有助於建立教師美感知能，並提升美感方面的成長。
The study aims to construct a curriculum that integrates aesthetic education into the field of integrated activity domain. It is expected that through the implementation of curriculum, students' aesthetic experience will be triggered and their learning motivation will be promoted, and the possibility and value of aesthetic education integrates into the integrated activity domain will be demonstrated. This study is based on the second year of primary school students as the main participants. Through observations, interviews and data analysis, discuss how to construction and implementation methods aesthetic curriculum, the outcomes of student learning, as well as professional growth of teachers. The results are as follows: First, to cherish the life and natural experience as the main axis of curriculum design, constructing the curriculum that can evoke aesthetic experience of students. Second, Cooperate with the core concepts of integrated activity domain—experience, reflection and practice. Aesthetic education combines with interactive activities such as discussion and experience to balance the aesthetic experience of students’. Third, the use of multiple teaching strategies and assessment, as well as a wealth of teaching resources, students can improve the aesthetic learning curriculum motivation and effectiveness. Fourth, action research helps to establish the teacher's sense of beauty and enhance the beauty of the growth.
The study aims to construct a curriculum that integrates aesthetic education into the field of integrated activity domain. It is expected that through the implementation of curriculum, students' aesthetic experience will be triggered and their learning motivation will be promoted, and the possibility and value of aesthetic education integrates into the integrated activity domain will be demonstrated. This study is based on the second year of primary school students as the main participants. Through observations, interviews and data analysis, discuss how to construction and implementation methods aesthetic curriculum, the outcomes of student learning, as well as professional growth of teachers. The results are as follows: First, to cherish the life and natural experience as the main axis of curriculum design, constructing the curriculum that can evoke aesthetic experience of students. Second, Cooperate with the core concepts of integrated activity domain—experience, reflection and practice. Aesthetic education combines with interactive activities such as discussion and experience to balance the aesthetic experience of students’. Third, the use of multiple teaching strategies and assessment, as well as a wealth of teaching resources, students can improve the aesthetic learning curriculum motivation and effectiveness. Fourth, action research helps to establish the teacher's sense of beauty and enhance the beauty of the growth.
Description
Keywords
美感教育, 美感經驗, 課程實踐, 綜合活動領域, 體驗課程, aesthetic education, aesthetic experience, curriculum praxis, integrated activity domain, experience curriculum