臺灣STEAM教育的藝術取向分析

An Art-Oriented Analysis of Taiwan STEAM Education

考量臺灣STEAM（科學、科技、工程、藝術、數學）教育源自藝術教育哲學視角的關注尚為不足，本研究應用內容分析法（content analysis），整合B. Reimer、R. A. Smith、H. Gardner、K. Freedman與S. Macdonald等學者的藝術教育哲學觀點，為臺灣STEAM教育的實徵研究進行深入分析，以回應STEAM教育的藝術教育哲學價值為何、藝術教育哲學對於教師實踐STEAM的啟示為何、藝術教育哲學對於學生參與STEAM的啟示為何，以及藝術教育哲學對於發展STEAM教學媒材的啟示為何等研究問題。依據研究發現，臺灣STEAM教育反映著美感、表達與設計等藝術教育哲學價值，其整合跨領域課程設計教學融入美感與創意啟發持續實踐，而學生互動回應藝術教育哲學深化美感學習經驗發展，以及教學媒材整合科技關注實際應用即回應藝術教育哲學觀點。再據以提出具體建議。

Considering the insufficient attention paid to the philosophical perspectives of art education in the context of STEAM (Science, Tech-nology, Engineering, Arts, and Mathematics) education in Taiwan, this research applied content analysis to integrate the philosophical perspec-tives of art education scholars such as B. Reimer, R. A. Smith, H. Gardner, K. Freedman, and S. Macdonald, and conducts an in-depth analysis of empirical studies on STEAM education in Taiwan. The research aimed to address several key questions: what is the philosophical value of art education within STEAM; what insights can art education philosophy offer for teachers implementing STEAM; what implications does it have for student participation in STEAM; as well as how does art education philosophy inform the development of STEAM teaching materials. The findings indicated that STEAM education in Taiwan reflects core val-ues of art education philosophy such as aesthetics, expression, and de-sign; cross-disciplinary curriculum integration promotes aesthetic and creative inspiration through sustained practice; student engagement and responses deepen aesthetic learning experiences in alignment with art education philosophy; and teaching materials that incorporate technol-ogy and emphasize real-world application also respond to these philo-sophical viewpoints. Based on these findings, specific recommendations were proposed.