蘇瑤華Su, Yao-Hua黃鈺雯Huang, Yu-Wen2025-12-092025-08-132025https://etds.lib.ntnu.edu.tw/thesis/detail/70f86c7010cd231791f6c54b66cec923/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/126110本研究為探詢當代藝術轉向與教育實踐精神，發展「ST—ART藝術計畫」融入高中美術課程，實踐教學行動的歷程。本研究採行動研究方法，以高中一年級學生為授課對象，進行為期14週（28堂）課的教學。藉由分析研究者之教師教學實踐日誌、課程提問對話紀錄，與學生學習實踐紀錄等質性資料，作為藝術計畫融入高中美術課程之評估與修正，理解學生藝術經驗與教師教學之歷程與轉變。本研究發展之藝術計畫課程，共分為四個階段：（一）我形我訴：以壓克力指畫於賽璐璐片，探尋自我的內外形象。（二）標心歷意：口述分享和交換個人標籤故事，觀察與實驗宣紙肌理，轉化成抽象人形畫創作，以表達個人與他人的關係與感受。（三）流移拾所：從行為創作覺察生活場域的自然發生，創作再詮釋個體之間的連結與互動。（四）榕生之地：為學期展覽，從學校意象出發，延伸「榕」的概念，思辨生活現象與社會議題，進行轉譯創作，建構個體與環境的關係認知。本研究發現，學生在開放性與歷程導向的課程中，透過感知、對話、創作與參與的多重學習交織，層層堆疊學生的藝術經驗，能夠培養學生對自我、他人、生活場域與社會議題的關注與回應，能展現出創作主體性與批判思維；研究者作為教師，從課程設計、創作歷程到交流回饋等，成為課程推展與學生學習的關鍵引導角色。本研究建議，持續深化教師角色，突破課程與資源限制，實現自我教學信念，並發展不同學習合作共創模式，探尋藝術作為社會溝通工具的教育意義，並探究批判思維與創作表達的教學模式，使創作成為思辨的載體。This study investigates the shift in contemporary art and its educational spirit by developing and implementing the “ST—ART Project-Based Art” within a high school curriculum. Using an action research approach, first-year high school students participated in a 14-week (28-class) teaching intervention. Qualitative data—including the teacher-researcher’s journals, classroom dialogue transcripts, and student learning records—were analyzed to evaluate and refine the project' s integration and to understand the evolving artistic experiences of students and pedagogical practice of the teacher.The curriculum consisted of four phases: My Form, My Story, exploring inner and outer self-image through acrylic finger painting on celluloid sheets; Labeling Our Hearts, involving oral storytelling and experimentation with xuan paper textures, transformed into abstract human-form paintings expressing relationships and emotions; Flow and Gather, engaging in performance art to reinterpret connections in everyday environments; and The Banyan Place, a semester-end exhibition inspired by school imagery and the banyan tree concept to critically reflect on social issues through creative works.Findings show that the open, process-oriented curriculum fostered layered artistic experiences through perception, dialogue, creation, and participation, cultivating students' creative autonomy and critical thinking. The teacher-researcher played a key guiding role throughout the course design, creative process, and feedback. The study recommends deepening teachers’ roles, overcoming curricular constraints, and exploring collaborative learning models. It also advocates ongoing inquiry into art as a tool for social communication and teaching approaches integrating critical thinking with creative expression, enabling art as a medium for critical reflection.ST—ART藝術計畫高中美術課程行動研究ST—ART Project-Based ArtHigh School Art CurriculumAction Research學術論文