我國K-12美感教育中長程計畫推動者案例研究

Abstract

適逢美感教育中長程計畫第一期五年計畫(2014-2018年)、第二期五年計畫(2019-2023年)即將邁向最後一哩路，政府在多年推廣美感教育努力之下，美感已不是遙不可及的藝術殿堂，而成為日常生活的實踐。為提升國民的藝術涵養與美感素養，新發布的十二年國教課程綱要將其列為其中一環(B3)，美感創意的重要性如同於科技的創新、經濟與社會進步同樣有其指標性意義，當美感經驗被潛移默化，或系統性融入學習個體的學習方式時，將進而改變個體與外在環境互動的方式，轉化成個人未來普遍且持續性的終身需求，為藝術與美感教育推動者的使命。本研究重點就K-12各教育階段美感教育計畫推動者的案例研究，針對推動者的動機、推動困境與對應策略分析，以了解在政策擴散過程中，我國美感教育政策實際推動現況與影響。案例對象為K-12四個教育階段，目前在國內擔任美感教育中長程計畫之推動者(各階段包含：學校領導者、行政人員及教師身分別各1位) 共12位，輔以規劃政策與執行的第一部門2位推動者經驗，採個案研究，透過訪談法、文獻綜述、文件分析等質性研究方法蒐集資料與問題檢證。藉由多樣態的推動歷程，訪談結果透過系統化歸納及描述性分析，針對本研究各案例推動美感教育實施和發展狀況研究，提出研究結果包含：個人背景與特質、學生及同儕反饋、尋求認同感、境教的功能、政策驅動及經費挹注等「本研究美感教育推動關鍵五芒星」，最後依據不同階段不同角色推動者之研究歸納結論，並提出建議，以作為推動及後續研究發展之參考。

The first (2014-2018) and the second (2019-2023) five-year plans of the Aesthetic Education program are in their final stage. Since the start of the program one decade ago, aesthetic perception is no longer an unattainable art formality, it has become a practice of daily life.To promote general public’s awareness, artistic appreciation and aesthetic literacy are among the newly announced 12-year basic education subjects. Aesthetic creativity to society is as important as technology innovation to economics. It reflects and is a measure of the societal development. The mission for the promotion of aesthetic education is the subtle and systematic application of aesthetics to daily life and individual learning. Education outcomes enhance interactions between individuals and their environment, and transform into personal lifetime necessities.In order to understand the impact of the aesthetic educational experience, this research focuses on each stage of the promoter’s motivations, problems, and solutions on the implementation of the K-12 aesthetic education policy.There are total of twelve promoters at four educational stages. Promoters for each stage are a school leader, an administrator, and a teacher. In addition, experiences of two government promoters were combined to complete the problem verification throughout the systematic induction and descriptive analysis of the diverse promotion process and the interview results of each case at different education stage.This study proposes a"Pentagram of key factors for promoting aesthetic education" which includes individual background and characteristics, student and peer feedbacks, sense of belonging, function of the educational environment, policy and financial factors. Finally, findings are summarized for promoters with different roles at different stages. Specific proposals are recommended for follow-up research and development.