教師專業發展與展示空間之關聯性 -以基隆女中「美感基地」為例

Abstract

本文欲探討教師專業發展與展示空間之關聯性，以基隆女中「美感基地」作為個案研究，聚焦高中美術教師與校內空間之連結，以教師專業發展的「專業成長連互連模式」（IMPG），作為分析之理論基礎，並以此作為討論。研究者有機會於基隆女中，觀察第一線美術教師們的教學實踐，2013年入校觀課、2016年實習教學，並於2017年教擔任美術代理教師。歷年近距離觀察基隆女中「美感基地」被創建的歷程，同時看見該校美術老師們，持續分享於該空間實踐的可視化成果，研究者因而觀察到此「由下而上」生成的空間與教師專業發展有著關聯性，並以此個案研究進行分析與討論。基隆女中的「美感基地」十年生成，是校內美術教師由下而上，自主應用的成果，並非單靠計劃、補助或硬體設備的改造而完成。從此個案可看到，空間的完整性需要「人」的參與，美術教師，從一個人出發爾後到一群人的合作，可以了解「教師」在此情境之下更為重要，教師本身的教學理念、背後的起心動念、如何持續嘗試，都是此類創造藝術經驗空間的經營關鍵。This paper aims to explore the relationship between teachers' professional development and exhibition space, and uses Keelung Girls' High School's "Aesthetic Base" as a case study to focus on the connection between high school art teachers and school space. The researcher had the opportunity to observe the teaching practices of front-line art teachers at Keelung Girls' High School, and joined the school in 2013 for classroom observation and teaching internship in 2016, and taught as a substitute art teacher in 2017. The researcher observed the creation of the "Aesthetic Base" at Keelung Girls' High School over the years and saw the visualization of the art teachers' practice in this space. The "Base of Aesthetic " of Keelung Girls' High School was created in ten years as a result of the bottom-up application of the school's art teachers, not just through planning, subsidies, or the renovation of hardware and equipment. From this case study, we can see that the integrity of the space requires the participation of "people". The art teachers, fromone person's initiative to the cooperation of a group of people, can understand that "teachers" are more important in this context.