生命教育融入高中美術課程之行動研究 ─ 生命美學的探尋

Abstract

本研究旨在發展與建構生命教育融入高中美術之課程，主要以藝術教育與生命教育之內涵為基礎、「生命美學」為核心議題，進行課程設計與教育行動實踐。本研究採行動研究方法取向，以高雄某大學附屬高級中學二年級30名學生為研究對象，進行為期十八週之教學活動。藉由觀察紀錄、參與者學習評量、學習單、參與者之創作、文件分析與教學省思札記等，進行資料分析以作為生命教育融入高中美術課程之評估與修正，同時理解參與者之學習成果。 本研究課程實施之成果如下：（一）「人與自己」之「內環境」經營，參與者藉由述說自身生命故事，形塑自我影像，透過創作與思辨，個體得以尋求生命的可能性與自我超越；（二）「人與環境」之「外環境」經營，參與者藉由藝術與環境之互動，學習公共參與、關照生態與環境議題，理解並應用生命美學。由各類學習評量中，明顯可見參與者於過程中審美知覺、生命態度之轉變。 本研究之建議，可分為課程與教學。課程設計方面，建議（一）藉由科際整合尋求藝術教育之轉化與擴展視域；（二）過程可尋求合作，形成專業學習社群，藉由「行動--反思」歷程，建立知識體系，精進教學專業知能；（三）「創新」並非無中生有，可藉由轉換思考而來。教學方面，建議（一）採多元教學與評量，藉由藝術家生命經驗分享、影片欣賞、分組活動形成學習社群，學習將抽象情感轉化、內化為生命經驗；（二）提供參與者體驗與實踐之機會，無論是生命或藝術，皆植基於深刻之生命體驗，情感與生命關懷皆由內而外形塑而來，因此需落實參與者體驗與實踐機會，以豐富生命厚度；（三）以真實生活中之經驗或結合在地文化特色，作為教學互動之基礎，可免流於理論論述；（四）師資培育與教師研習可多提供研究方法之理論與實務分享，以精進教師專業發展能力。 The purpose of the research aims to develop and construct an art curriculum infused with life education. The author tried to comprehend the effects of action research based on the contents of both art and life education, and viewed “living art “as the central issue, presenting and designing curriculum and realization of education. This research adopts action research methods, and the study subjects are 30 students from the affiliated senior high school of a national university in Kaohsiung. The teacher-researcher preceded an 18-week teaching activity. After the 18-week teaching activity, the teacher-researcher preceded a series of data analysis from classroom observation, participants’ learning evaluations, participants’ working sheets, participants’ creations, material analysis and the journals of teaching reflections. Those analyzed data may work as a guideline for the evaluation and revision of the high school art curriculum infused with life education. Meanwhile, the author can comprehend the teaching effects on the learners. Through the data analysis, two findings of the research curriculum yielded. The first finding is the operation of “The Internal Environment” within “Individual and Self.” In this operation, one can search for the possibilities of life and transcend himself through creation and critical thinking. The second finding is about the operation of “External Environment” within “Individual and Environment.” In this operation, students can comprehend and apply the living arts through the interaction between art and the environment and thus learn from the public participation, and concern for ecological and environmental issues. Through various learning evaluations, we can find that the subjectsapparently can pay more attention to the living arts around them and change their attitude toward life. The suggestions from the research can be presented in two aspects: Curriculum and Teaching. As far as for curriculum design is concerned, the researcher suggested that first, integrated curriculum can transform and broaden the vision of art education. Second, cooperation during the teaching process and organization of professional groups can help teachers build up their knowledge system and increase their teaching skills through the “action-reflection” process. Third, “Creation” doesn’t mean creating something out from nothing. We can create from transforming our various thoughts. As for the aspect of teaching, the researcher proposed four suggestions. First, multiple teaching methods and assessment are suggested. Through those multiple teaching methods and assessment, students can learn how to transform and internalize their abstract emotions into their life experiences through the sharing of artists’life experiences, movie appreciation and the learning communities established from group activities. Second, providing opportunities for participants to experience and realize life is necessary because whether life or art comes from the profound life experiences. Only when we have the chances to experience and realize our lives can we have the empathy for life and then enrich the richness of it. Third, teachers can avoid the hollow theoretical instruction once they combine real life experiences with the local cultures and take the combination as the basis for interacting teaching. Forth, teacher training courses and workshops should provide more research theories and the sharing of practical teaching experiences for teachers to promote their professional teaching skills.