原住民族地區教保服務人員原住民族藝術美感素養與美感教學現況之探究

An Investigation of the Aesthetic Literacy of Indigenous Arts and Aesthetic Teaching among Preschool Educators in Indigenous Areas

原住民族幼兒園重視族語與文化傳承，原住民族藝術文化之美可透過美感教學與學習而體驗。本研究採問卷調查法與訪談法，探討台灣原住民族地區教保服務人員原住民族藝術美感素養與美感教學現況。研究發現：一、教保服務人員在原住民族藝術美感素養與美感教學呈現中上程度。二、不同背景變項對原住民族藝術美感素養與美感教學有顯著差異。三、原住民族藝術美感素養對美感教學具有預測力。四、受訪者認為原住民族藝術美感素養對其美感教學有些許影響，她們將原住民族藝術文化融入美感教學，然美感教學困境包含文化教材資源及美感教學引導不足。

Indigenous languages and cultural heritage are valued in indigenous preschools. The beauty of indigenous arts and culture can be experienced through aesthetic teaching and learning. Using a survey and interviews, this study aims to explore the aesthetic literacy of the indigenous arts and aesthetic teaching among preschool educators in the indigenous areas of Taiwan. The results are as follows. (1) The preschool educators showed an above-average level of aesthetic literacy of the indigenous arts and aesthetic teaching. (2) There were significant differences in aesthetic literacy and aesthetic teaching based on different background variables. (3) Aesthetic literacy of the indigenous arts was able to predict the effectiveness of aesthetic teaching. (4) The interviewees believed that their aesthetic literacy of the indigenous arts had some influence on their aesthetic teaching. They integrated the indigenous arts and culture into their aesthetic teaching. However, their aesthetic teaching challenges included the insufficient cultural teaching materials and aesthetic teaching guidance.