美感教育之實踐策略探究：以敘事課程為例   全文下載

A Study of Practical Strategies for Aesthetic Education: Narrative Curriculum

臺灣美學素養之提升，有待以多種課程策略思索美感教育實踐之道。本研究旨在探索美感教育和敘事課程之理論與實務之關聯性和開啟，並提出以敘事課程發展美感教育之課程概念模式圖。從西方美感教育探究中瞭解，美感教育研究呈現論述典範轉向、指涉對象轉變、重視審美經驗價值，以及理論研究與教育實踐的接合。而從美感教育論點中，強調感知體驗、意義創制、行動反思之能力培養，此與以故事為起點的敘事課程發展有其適合性。此外，以敘事課程作為美感教育實踐途徑展現了四項價值：多元實在觀、「建構」的認知意義、文化取向課程實踐，以及著重「理解」的學習價值。據此，本研究依據Greene美感教育觀以及Lauritzen與Jaeger之觀點綜合提出包涵了四要素、四層次、九項能力之課程模式。惟運用此敘事課程發展美感教育時，亦需思考下列數點：敘事課程自身之規準與認知性仍有待彈性調整而後運用之；美感教育的第三路線既是一種認知論亦是存有論；移情對於培養想像力的影響程度。

In order to raise the level of aesthetic literacy in Taiwan， it is necessary to think about alternative curriculum strategies for aesthetic education. The purpose of this study was to explore the connections between theory and practice in aesthetic education， the role of a narrative curriculum， and their implications for a conceptual model of curriculum development. This study argues that the value of a narrative curriculum as a developmental model for aesthetic education lies in its potential capacity to open up multiple realities， to be grounded in a constructivist view， to be a culture-oriented curriculum within the larger life-world， and to be a means of expanding or broadening students' understanding. Emphasizing the significance of aesthetic education in shaping both students' (and teachers') personal lives and community unity， this study therefore suggests a curriculum development model based on Greene's theory of aesthetic education， and Lauritzen & Jaeger's narrative curricula that link both aesthetic education and engagement-with-the-story to the conceptual model of learning and teaching. Finally， some further suggestions are offered.