美感融入非藝術類幼教師資類科之課程發展與實踐

Integrating Aesthetic Education into Early Childhood Preservice Teachers’ Training Program: Curriculum Development and Implementations

教育部為提昇臺灣國民的美感素養，推動職前師資生美感素養。過去研究發現教師的角色對於幼兒的美感能力發展有舉足輕重的影響，因此，培育幼教職前教師的美感素養是必要的。本研究的主要目的即在進行美感融入非藝術類師資類課之課程發展與實踐，選取幼教專業知能中的必修課程：「幼兒園教保活動課程設計」、「幼兒園教材教法」、「幼兒園教學實習」三門課，描述美感素養融入幼兒教育師資培育課程的實踐歷程，說明師資生美感素養課程模組。本研究採用個案研究法進行探究。本研究之研究參與者包含清華大學幼教系108學年度三門課之授課教師，修習課程的學生，分別為大二「幼兒園教保活動課程設計」34人，大三「幼兒園教材教法」56人，大四學生「幼兒園教學實習」39人。結果發現，「課程設計」在引發師資生對生活中的美「有感」；「教材教法」在引導師資生對生活中美的「有思」；「教學實習」可引發師資生「有行」生活中的美。在進行美感素養融入幼兒教育師資培育課程時，需要尋求美感專家以共備與互補的形式參與課程。本研究的結果可供幼教師培機構課程規劃參考。

"To enhance citizens’ aesthetic literacy, the Ministry of Education in Taiwan initiates a program to cultivate preservice teachers’ sense and competence of aesthetics. Studies revealed teachers played an important role in the development of young children’s aesthetic literacy. It is necessary to facilitate early childhood preservice teachers’ aesthetic literacy. The goals of this study were to develop and implement curriculums of early childhood education for preservice teacher integrated aesthetic education. A case study approach was adopted in this study. Three courses: “Curriculum Design for Early Childhood Education and Care”, “Teaching Materials and Methods in Preschool and Kindergarten” and “Practicum for Teaching Young Children” were selected. The participants were teachers and students of three courses in the Department of Early Childhood Education, National Tsing Hua University from September 2019 to July 2020. There were 3 teachers, 34 sophomores taking in Curriculum Design for Early Childhood Education and Care, 56 juniors taking in Teaching Materials and Methods in Preschool and Kindergarten, and 39 seniors taking in Practicum for Teaching Young Children in this study. The results revealed that different courses could cultivate student’s different aesthetic literacy. The aim of “Curriculum Design for Early Childhood Education and Care” was to cultivate preservice teachers’ sense of aesthetics. The aim of “Teaching Materials and Methods in Preschool and Kindergarten” was to encourage preservice teachers to think about how to integrate aesthetics into young children’s activities. And the aim of “Practicum for Teaching Young Children was to put aesthetics into practice. To implement the integrating aesthetic education into early childhood preservice teachers’ training program, the critical factor was the collaborative lesson preparation of aesthetic experts."