數理教育的美感視角

Aesthetic Perspectives of Mathematics and Science Education

回應當代數理教育（mathematics and science education）美感向度相關研究的關注較為不足，本研究依循質性研究（qualitative research）的詮釋典範（interpretative paradigm），依據教育哲學（philosophy of education）與教育美學（aesthetics of education）的視角應用文獻分析法（documentary analysis），回應「數理教育的美學取向詮釋為何？」、「數理教育的美感課程設計指引為何？」、「數理領域的美感教學實施指引為何？」，以及「數理教師美感的教育專業發展指引為何？」等研究問題。研究發現：「數理教育的美感詮釋整合認識論與美學深化教育目標與實踐的探索」、「數理教育課程的美感啟發跨學科整合與創新」、「數理教育的美感教學探究多元化的實踐與應用」，「數理教師的美感向度專業成長反映在深化社會詮釋提供多元學習經驗」，並據以提出具體建議。

In response to the relative lack of attention to the aesthetic dimensions in contemporary mathematics and science education research, this research adopted a qualitative research approach under the interpretative paradigm. Using the perspectives of philosophy of education and aesthetics of education, it employed documentary analysis to address the following research questions: ''What is the aesthetic interpretation of mathematics and science education?'', ''What are the curriculum design guidelines for aesthetics in mathematics and science education?'', ''What are the implementation guidance for aesthetic teaching in mathematics and science education?'', and ''What are the professional development guidance for teachers based on perspectives of aesthetics in mathematics and science education?'' The findings indicated that: ''The aesthetic interpretation of mathematics and science education integrates epistemology and aesthetics to deepen the exploration of educational goals and practices,'' ''Aesthetic-inspired curriculum design in mathematics and science education promote interdisciplinary integration and innovation,'' ''Aesthetic teaching in mathematics and science education explores diversified practices and applications,'' and ''Teachers’professional growth in aesthetic dimensions is reflected in deepening social interpretations and providing diverse learning experiences.'' Specific recommendations are proposed.