美感教育在二十一世紀的時代性

Aesthetic Education in Tune with Twenty-First Century Trends

美感教育是二十一世紀重要的課題，其重要性 較之先前世代有過之而無不及。我國教育部將民國 103 年定為美感教育元年，期能均衡五育發展。美 感教育之重要性雖毋庸置疑，但現代科技所帶來的 學習者特性之變化—求快速、彈性、社群導向、對 品牌忠誠度低等，讓美感教育既需要能順應學生的 時間運用以及學習特性，又得要深化美力的層級， 更要能化解遠距虛擬等網路世界的人我疏離障礙， 難度不可謂不高。本文闡述美感論之緣起、美感教 育的範疇與價值、音樂教育之美感論述、我國美感 教育的發展背景、美感教育的時代性，以及美感教 育在二十一世紀的實踐。本文主張因應美感教育目 標之道，為在科技之快速傾向與美感之深化體驗中 求取平衡，奠定美感教育的學校課程主體性，釐清 不同藝術教育實施類別之定位與需求，並重新檢視 二十一世紀師資培育體系之合宜性。

Aesthetic education is regarded as an important issue in the twenty-first century and exerts an even more farreaching impact than that of all the prior generations. Our Ministry of Education designated the year of 2014 to be our Year of Aesthetic Education， aiming at achieving students' all - round development including aesthetics. Even though there is no denying the importance of aesthetic education， the outcomes of new technology somehow transform new generations' learning modality to be looking for the prompt， the flexible， the social-networking oriented as well as the fragile loyalty to the brands， etc. Aesthetic education should thus be practiced to fit in with learners' new sense of time and speed as well as to solidify the depth of aesthetic education. This article begins with an introduction of the rising of aesthetics. It focuses on the scope and value of aesthetic， the historical background of aesthetic education in Taiwan. The paper also analyzes aesthetic education from the perspective of music education， the age characteristics of twenty-first learners， concluding with the strategies of how aesthetic education should be implemented. It is believed that aesthetic education will succeed by striking a balance between the speed need of new technology and the depth need of aesthetic education. Also， assuring a core place for aesthetic education in school curriculum， differentiating between the implementation contexts of arts education， and re-examining the feasibility of teacher education are instrumental.