以敘事力作為引領跨領域學習之課程設計提案－－以「食飲．拾影——原味覺醒之美成敘事培力」為例

A Program Design of Multiple-Fields Learning in Terms of Narrative-as an Example of ＂Culinary and Image-Inspired by Instinctive Aesthetic＂

本研究以跨領域學習為基礎進行敘事力培育的課程設計。教學理念在於釐清美感敘事培力之意涵與指標，意圖透過美感經驗，從旅遊與飲食結合之文學閱讀，培養學習者創意表達與人文關懷之美感敘事力。該研究之學理基礎來自於美學教育之鋪陳。從審美意識覺知的過程中，掌握五感眼耳鼻舌身的開發，進而促使意識的覺醒。去關懷與感受周遭，並進而實踐理想乃美學意識的極致表現。因故本研究設計以五感開發之共同課綱與教材，納入課群模組，透過融入式教學，讓不同專業領域學習者均能雨露均霑，享受與體驗美感開發之過程。本跨領域學習課程設計模組，亦針對不同專業，以共同實踐場域體現美感敘事力之學習感效。本研究基本概念在於透過美學與美感洗禮，讓學習者從中找到切身的意義，期以達到：1.強化多元食飲生活「感知」的綜效開發；2.增加食飲生活與文化的「體驗」實作；3.融入食飲美感「專業知能」的社會關懷；4.雅動在地食飲的文化「認同」；5.促進食飲「新創」的發展，創造自我實踐；6.建構食飲良善的質樸「美適」生活典型。從感知、體驗、專業、認同、新創到美適，在知道什麼與做什麼之問，我們以審美判斷力教給每一位學習主體，讓每一位獨立的主體意識豁醒，覺察問題、洞悉事理、關懷環境、實踐理想。

The study provided a program design of multiple-fields learning in terms of narrative-as an example of ＂culinary and image-inspired by instinctive aesthetic＂. The principle of the teaching theory focuses on an aesthetic experience of individuals. We try to cultivate students creative express abilities as well as humanity by means of literature reading. The reading will aim to travel and culinary which combine with interesting stories around the whole world. The main purpose is to inspire senses of human nature. Let students to feel, observe and interpret surrounding. We expect to obtain the teaching purposes as follows: 1. To perceive living life; 2. To experience real things; 3. To practice professional knowledge with care; 4. To promote cultural identity; 5. To be self-practice; 6. To creative cozy environment. We hope to give students an aesthetic judgment in the future.