美感經驗、後設認知與視覺藝術創造力之研究──以新北市國小六年級學生為例

A Study on the Aesthetic Experience, Metacognition and Visual Art Creativity of Sixth Grade Elementary School Students - A Case Study of New Taipei City

本研究旨在探討國小六年級學生美感經驗、後設認知與視覺藝術創造力的差異及其預測力。研究對象為新北市8所公立國小共382位六年級學生。研究工具包含「國小六年級學生視覺藝術美感經驗量表」、「國小六年級學生拼貼畫（collage）後設認知量表」以及「視覺藝術創造力評分表」，資料分析採單因子變異數分析與階層迴歸。研究結果歸納如下：
1.不同「參展次數」與不同「訓練頻率」在美感經驗、後設認知與視覺藝術創造力上均達顯著差異。
2.在「視覺藝術創造力總得分」的部分，一年參展3次以上組顯著優於一年參展1-2次組和從未參展組；每週接受3次以上視覺藝術訓練課程組，顯著優於幾乎未接受訓練組。
3.在「整體美感經驗」的部分，一年參展3次以上組顯著優於從未參展組；每週接受3次以上視覺藝術訓練課程組顯著優於幾乎未接受訓練組。
4.在「整體後設認知」的部分，一年參展3次以上組顯著優於從未參展組；每週接受3次以上視覺藝術訓練課程組顯著優於幾乎未接受訓練組。
5.後設認知為視覺藝術創造力之重要預測因子，美感經驗則與視覺藝術創造力具有關聯，但其獨立預測力有限。
6.在整體視覺藝術創造力中，美感經驗之「美感沉浸與愉悅」與「一年參展3次以上」組於模式二中共同解釋11.4％之變異量；後設認知之「認知知識」與「一年參展3次以上」組於模式三中則進一步提升解釋力達15.8%。
最後根據結果提出實務建議，以供藝術教育現場參考。

This study aims to explore the differences and predictive power of aesthetic experience, metacognition and visual art creativity among sixth grade elementary school students. The research subjects were a total of 382 sixth grade students in 8 public elementary schools in New Taipei City. The research tools include the ''Visual art aesthetic experience scale for sixth grade elementary school students '', '' Collage metacognitive scale for sixth-grade elementary school students '' and '' Visual Art Creativity Rating Scale''. Data analysis uses one-way ANOVA and hierarchical regression.
The research results are summarized as follows:
1. Different ''number of exhibitions'' and different ''training frequencies'' have significant differences in aesthetic experience, metacognition and visual art creativity.
2. In the ''total score of visual art creativity'', the group that participated in exhibitions more than 3 times a year was significantly better than the group that participated in 1-2 exhibitions a year and the group that never participated; the group that received visual art training courses more than 3 times a week was significantly better than the group that received almost no training.
3. In the ''overall aesthetic experience'', the group that participated in the exhibition more than three times a year was significantly better than the group that never participated in the exhibition; the group that received visual art training courses more than three times a week was significantly better than the group that received almost no training.
4. In the ''overall metacognition'' , the group that participated in the exhibition more than three times a year was significantly better than the group that never participated in the exhibition; the group that received visual art training courses more than three times a week was significantly better than the group that received almost no training.
5. Metacognition is an important predictor of visual art creativity, and aesthetic experience is related to visual art creativity, but its independent predictive power is limited.
6. In the overall visual art creativity, the ''aesthetic immersion and pleasure'' and ''exhibiting more than three times a year'' groups of aesthetic experience jointly explain 11.4% of the variation in model two; the ''cognitive knowledge'' and ''exhibiting more than three times a year'' groups of metacognition further increase the explanatory power to 15.8% in model three.
Finally, practical suggestions are put forward based on the results for field practice in visual arts education.