數位融入教學與生活美學素養發展之關係研究──兼論文化資本的角色

Abstract

在當前的數位時代，生活美感素養的重要性日益凸顯，同時教育部新課綱強調美感培育，旨在提升學生的審美能力和美感展現。然而，家庭文化資本在素養培育中扮演了關鍵角色。本研究旨在通過分析教材教法、數位融入與文化資本之間的關聯，探討教材教法、數位融入以及文化資本之間，對於提升學生美感素養何者幫助最明顯。希望通過本研究能為教育實踐提供有價值的參考。本研究研究對象為台北市某國中的學生，背景調查問卷總回收量為420人，其中112位接受課程實施，通過教學設計與實施來探索其對生活美學素養的影響。在教學過程中，學生接受教學前後的生活美學素養自評測驗，以評估教學對其生活美學素養的提升效果。課後學生提交課程產出作品作為實際表現的參考依據。此外，學生還會提供課後回饋，這些回饋將用來了解學生對課程內容及教學方法的看法。最終，本研究對上述數據進行統計分析，通過量化和質化的方式，系統性地評估教材教法、數位工具和家庭文化資本對學生美感素養培養的影響。首先，適應數位時代的課程設計內容，學生正面的評價，原因是這樣的課程設計更有助於繪圖天分並不高或是不喜繪畫的學生，有另一項展現美感的選擇，並且在同儕的回饋中建立自信。其中，研究者發現生理性別與生活美學素養存在顯著關聯，生理女性表現優於男性。文化資本對生活美學素養的習得具顯著正向影響，而家庭社經地位對此無明顯影響。數位先行組的學生，特別是文化資本較低者，學習成效提升顯著。此外，父母的教育程度對學生的生活美學素養影響甚微，儘管父親教育程度普遍高於母親。學生對數位融入課程的反饋普遍正面，尤其對衣著美感與時尚網紅環節表現出高度興趣。綜合以上，數位教學方法對提升文化資本較低學生的生活美學素養尤為有效，本研究為教育實踐者提供了如何透過教學策略優化學習成效的具體洞見。綜合本研究各項發現，數位融入教學明顯提升了學生的學習表現，尤其在生活美學素養的習得上，透過數位工具的廣泛使用，學生能加強對學習內容的理解和應用，並促進了協作學習。此外，文化資本與學生的素養成效呈現顯著相關，尤其是家庭背景和先前經驗在教育成果中的作用不容忽視。生理女性在生活美感素養的學習上表現優於男性，而高文化資本的學生在數位教學環境下表現更佳，進步幅度較大。研究結果發現，儘管數位工具提供了學習上的補充，文化資本的高低仍是影響學生學習成效的關鍵因素。In the current digital era, the importance of aesthetic literacy in everyday life is increasingly highlighted, while the new curriculum guidelines from the Ministry of Education emphasize aesthetic education aimed at enhancing students' aesthetic abilities and expressions. However, family cultural capital plays a key role in nurturing these competencies. This study aims to analyze the relationships between teaching materials and methods, digital integration, and cultural capital to determine which factors most significantly enhance students' aesthetic literacy, providing valuable insights for educational practices. The study involved students from a junior high school in Taipei, with a total of 420 respondents to a backgroundsurvey, 112 of whom participated in the implemented curriculum. By exploring the impact of teaching design and execution on their aesthetic literacy, the study assessed the enhancement of students' aesthetic self-evaluations before and after instruction. Student outputs submitted after classes served as practical performance indicators, complemented by post-class feedback to gauge student opinions on the course content and teaching methods. Statistical analysis of these data, both quantitative and qualitative, systematically evaluated the impact of teaching materials, digital tools, and family cultural capital on nurturing students' aesthetic literacy. The study found that digital-age appropriate curriculum design received positive evaluations from students, offering those with less drawing talent or interest in drawing alternative ways to express aesthetics, while building confidence through peer feedback. Significant correlations were observed between biological gender and aesthetic literacy, with females outperforming males. Cultural capital had a significant positive impact on acquiring aesthetic literacy, whereas family socio-economic status did not. Digital-first students, especially those with lower cultural capital, showed notable learning improvements. Additionally, while parents' educational levels had minimal impact, despite fathers generally having higher education levels than mothers, feedback on digital integration in courses was overwhelmingly positive, particularly regarding segments on fashion and lifestyle influencers. Overall, digital teaching methods proved particularly effective in enhancing the aesthetic literacy of students with lower cultural capital, offering concrete insights for educators on optimizing learning outcomes through instructional strategies. The study concludes that digital integration noticeably improves student learning performance, especially in acquiring aesthetic literacy, as extensive use of digital tools enhances understanding and application of learning content and promotes collaborative learning. The significant correlation between cultural capital and educational outcomes underscores the importance of family background and prior experiences. Female students performed better in learning aesthetic literacy, and students with higher cultural capital excelled in the digital teaching environment, showing greater progress. Despite digital tools providing learning support, the level of cultural capital remains a key factor influencing student outcomes.