從九年國民教育到十二年國民基本教育美術課綱的變革分析

Analysis of Art Curriculum Innovation in the Transition from the 9-year Compulsory Education to 12-year Basic Education in Taiwan

本研究以「視覺藝術教育」為範疇，探討臺灣九年國民教育和十二年國教課程綱要的演變歷程。兩位研究者採用內容分析法，分析1968至2018年教育部所頒布的美術課程標準和課程綱要（簡稱課綱），依課程改革和社會發展等重要變因，分為四個時期來研討藝術領域（視覺藝術部份）課綱內涵，以及比較歷屆修訂要點等。教育部所頒布的課綱內容皆規範了科目名稱、課程目標、時間分配、教材綱要或學習重點、實施方法。分析比較歷年美術課綱內容的修訂意涵，反映出時代思潮和意識型態，展現臺灣教育鬆綁和課程統整的政策意識。與九年國民義務教育時期比較，十二年國教藝術領域課綱以學生的學習為主體，重視核心素養，而其課綱的基本理念、課程目標、學習內容等，能反映時代精神與社會需求，相應的視覺藝術和美感教育的課程設計非常重要，需有更多的教師和學者們投入相關的教學和研究，才能讓藝術領域的課程革新更完善。

This study explores the curriculum reform of the transition from - nine-year compulsory education to 12-year basic education in the context of “visual art education” in Taiwan. Two researchers conduct content analysis of the national curriculum guidelines in the visual art fields promulgated by the Ministry of Education from 1968 to 2018. According to the important changes of curriculum reform and trends in society, the development of visual art curricula is divided into four periods to study and compare the key points of revisions. Contents of the national curriculum guidelines include the subject name, curriculum objectives, time allocation, teaching outline or learning focus, and implementation methods. According to comparative analysis of the content revisions, the revised meaning reflects the education thought and ideology of the times, and shows the policy awareness of educational loosening and curriculum integration. Compared with the nine-year compulsory education, the 12-year national curriculum for visual art emphasizes the essential literacies of student learning. The basic concepts, curriculum objectives, and learning content of the curriculum reflect the spirit of the times and social needs. Systematic curriculum design for visual arts and aesthetic education is very important. More teachers and scholars must contribute to art related teaching and research in order to improve curriculum innovation.