建立社區連結：通識教育中的藝術介入與長者合作的實踐模式探究

Community Link Building: Exploring Practice Models of Artistic Engagement and Elderly Collaboration within General Education Programs

本研究旨在探討行動體驗式學習在教學合作現場中，學生對參與藝術介入社區實踐學習的歷程反應。課程帶領90位學生至雲林縣後溝仔社區進行以問題導向學習為基礎的教學實踐活動，本活動帶著藝術介入社區及與社區銀髮族合作實踐解決問題的方式，能促進學生對社區服務的熱情與使命感，達成大學社會責任用藝術美化社區的實踐目標。依據行動教學實踐成果做問卷分析，綜合統計結果與執行成果顯示：（一）透過分組循環式的合作討論，有突破滑手機世代學生之間的溝通藩籬，能發揮跨系及跨域合作互補成效，有效的促進社會實踐之攜手合作與學習。（二）透過藝術介入實踐學習，以青銀共創及合作解決問題來改造美化社區，能打破滑手機世代對社會無感，更為社會付出與實踐的意願，顯見已提升社會責任實踐的文化素養與行動合作能力。（三）透過行動體驗式教學，不僅能增強學生學習意願與自我價值認同，透過問題導向的合作實踐，更能激發學生回應社會需要、持續積極投入社會服務的意願。（四）研究結果顯示，許多學生雖首次參與校外社區服務，對於以藝術實踐服務社區的活動表達高度滿意及願意持續投入。

This study aims to explore the reactions of students to participatory art intervention community learning through action experiential learning in the collaborative teaching setting. The course led 90 students to the Hou-Gou-Zai Community in Yunlin County for teaching practice activities based on problem-based learning. This activity, involving art intervention in the community and collaborative problem-solving practices with elderly community members, aims to foster students' enthusiasm and sense of mission for community service, achieving the goal of beautifying the community with art as a practice of university social responsibility(USR).Based on the questionnaire analysis based on the practical results of mobile teaching, the comprehensive statistical results and implementation results show: (a) The course through group cyclic cooperation and discussion, it broke through the communication barriers among students of the smartphone generation, could play the complementary effect of cross-department and cross-field cooperation, and effectively promoted their collaborative learning and cooperation of social practice. (b) Through art intervention and experiential learning, college students and elder people solved community problems together to make the community creative, which could break the indifference of the smartphone generation to society, and enhance their willingness to contribute to and practice for society, and allow them to experience in making an improvement in the cultural literacy of social responsibility practice and collaborative action capabilities. (c)Action experiential teaching not only enhanced students' willingness to learn and self-identity but also stimulated their responses to social needs and their willingness to continue actively participating in social services through problem-oriented cooperative practice. (d) Many students who participated in off-campus community service for the first time expressed high satisfaction with the activities of serving the community through artistic practice and were willing to continue their future involvement in similar activities.