文化創意世代中美感教育的課程圖像

The Curriculum Implication and Development of Aesthetic Education in the Cultural Creativity Era

本文以臺灣於2010年1月立法院三讀通過文化創意產業發展法為背景，探討文化創意世代中美感教育的意涵，及如何透過美感教育促成文化創意之發展。
首先，分析當前文化創意產業中學校實施美感教育的問題；其次從字源義、西方美學思想發展、及美感教育之演變歷程，並提出當前臺灣文化創意產業與美感教育之相輔關係。最後，從主要美感教育課程論述與Schwab的課程四共同要素歸納美感教育的課程圖像，並提出身體課程、遊戲精神與文化行動實踐路徑，作為文化創意世代中美感教育課程建構與實施之參考。

In accordance with the Act of Cultural Creativity Industry legislated in January， 2010， the paper is to explore its curriculum implication and development of aesthetic education in the cultural creativity era.
At first， the paper analyzes the problems of aesthetic education in the current policy of cultural creativity industry. Secondly， it explores the research and practice of aesthetic education in Taiwan， especially by its literal implication and from the progressing development of aesthetics and aesthetic education in the West. Then the paper discusses the co-relationship between cultural creativity industry and aesthetic education. At last， based on the commonplace of Schwab--teachers， students， materials， and environments， somacurriculum， play， and cultural action are proposed for the reference of curriculum praxis of aesthetic education in cultural creativity era.