實務導向融入通識環境美學課程之社會實踐成效評析

Effectiveness of Incorporating Practice-Oriented General Environmental Aesthetics into Social Practice Courses

隨著環境危機不斷升高，本文透過美感欣賞的觀點來思考人與環境的關係，因為美感是自由的、感動的，足以發展出人與自然之間的珍視情感，其需透過「體驗」來「詮釋」，並加以「實踐」。研究者開設「環境美學」，融入以「實務導向」的社會實踐課程。採取行動研究法，運用PBL的教學策略，透過訪談農友，建立募資平台，協助行銷，進行社會實踐。研究目的：（一）以「社會實踐」的理念，規劃農村文化為主軸的「環境美學」課程。（二）應用「實務導向」的課程方案，培養環境關懷意識；研究結論：（一）從理念建構到課程發展、教學方法再到實質成效，牽引出「大地倫理」與「生態良知」的「美感保育」成效；（二）以「實務導向」為核心，可培養「人文關懷」、「科技應用」、「社會創新」及「環境感知」等能力；（三）以社會實踐為發展模式應重視「問題設計」、「學習社群」、「教學者」及「學習者」四個層面的設計。

In the face of the increasingly environmental crises, this study discussed the relationship between humans and the environment from the perspective of aesthetic appreciation, expanding the freedom and creativity of human beings. Aesthetics is free, moving, and appreciative and facilitates humans’cherishing emotions to nature, thereby strengthening their relationship with nature. Specifically, aesthetics is a primordial discipline of reflection-in-practice, which must be interpreted and practiced through experience. Researchers have incorporated environmental aesthetics in practice-oriented social practice courses. Through the project-based learning strategy and interviews with farmers, a fundraising platform was established to assist in marketing; both life experience and social practice were achieved. The goals of this study were as follows: (1) apply a practice-oriented course to cultivate environmental awareness in people; (2) use the concept of social practice to plan an environmental aesthetics course focusing on the rural culture to highlight the man-land relationship. The conclusions were as follows: (1) the practice-oriented course effectively cultivated students’competencies in humanistic care, technological application, social innovation, and environmental awareness；(2) social practice courses should emphasize the dimensions of problem design, learning communities, instructors, and learners in their design.