環境美感素養課程核心概念建構之研究

A Constructive Study on the Core Concepts of Curriculum for the Environmental Aesthetic Competencies

環境美學是二十世紀美學領域新興思想之一，其思維超越以典型藝術為核 心，以廣義的環境為審美對象，重新界定環境，拓展美學概念外延，對臺灣美 感素養培育提供另種管道。本研究旨在建構環境美感素養課程核心概念，作為 發展環境美感素養課程之參考。為達上述目的，採文獻分析、專家諮詢、德懷 術等，從而提出環境美感素養課程核心概念架構。該架構分為兩個面向：環境 「審美能力」與環境「審美內涵」。「審美能力」底下又再分三個類別與9 個次 類別，「審美內涵」底下亦再分三個主題與八個次主題。此外，每一個類別／次 類別與主題／次主題下皆有細項內容說明，而在「次類別」下還有舉例說明。 本概念架構可作為發展主題式課程或教科書檢視之用。

Environmental aesthetics was one of growing thoughts in the field of aesthetics during the twentieth century. Recent works in environmental aesthetics seek to highlight the issues that raise our awareness what the central questions are about our experience of natural and human environments in contrast to general artworks. It also asserts the importance of aesthetic value for discussing the relationships with the natural and our living world. Aesthetics of environment holds a powerful implication， not just for the aesthetic theory， but also for the understanding on our perceptions and thoughts as well. Environmental aesthetics， therefore， does not concern buildings and places alone. It deals with the conditions under which people join as participants in an integrated context. The main purpose of this study is to explore the thought of environmental aesthetics and construct the core concepts of curriculum for the environmental aesthetic competencies. For this purpose， a multi-method was conducted， including literature analysis and the Delphi method. The Delphi method would help the experts express their opinions freely with questionnaires surveyed. It helps construct the core concepts of curriculum. Under the “conceptual framework: the core concepts of curriculum for the environmental aesthetic competencies，” there are two dimensions: “aesthetic capabilities” and “aesthetic contents，” followed by two respective sub-dimensions including three categories and eight lower sub-categories of “aesthetic capabilities” and three themes and seven further sub-themes of “aesthetic contents.” Finally， some conclusions and suggestions are offered to construct the theory and practice of aesthetic education curriculum in Taiwan.