社會行動取向的跨領域美感課程實踐之研究

Research on the Practice of Cross-Disciplinary Aesthetic Curriculum with Social Action Approach

本研究旨在探究一所於天下雜誌「微笑台灣創意教案」中得到全國首獎的《跨領域美感教育卓越領航計畫》種子學校，其跨領域美感課程的實施歷程與教學方法。個案學校跨領域美感課程的設計與實施，係運用「社會行動取向」的課程模式結合基隆在地委託行社區特色，課程融入永續發展目標（SDGs），做為國小六年級實施跨領域美感課程的場域；採個案研究法，以得到首獎的跨領域美感課程方案與教學、教師社群與六年級學生為研究對象；經觀察、訪談，與相關文件分析等方式蒐集資料，透過三角檢定效度提出結論：一、社會行動取向的跨領域美感課程於「社區學習階段」運用四種教學方法：蒐集資料、解說活動、發表活動與表演；二、社會行動取向的跨領域美感課程於「社區探究階段」運用五種教學方法：實地踏查、採訪、口述歷史、分析資料與辯論；三、社會行動取向的跨領域美感課程於「社區行動階段」運用四種教學方法：傳遞訊息、提供創意、群眾募資與集體發聲；四、經具體規準評量跨領域美感教育成果，顯現本課程實施不僅有助於形塑學生的公民素養，也讓學生從活動中提升音樂素養、培養創新思維與美感表達能力。最後根據研究結果，對未來從事跨領域美感課程設計之教師社群或研究者提出建議，以作參考之用。

 

This study aims to explore the implementation process and teaching methods of a cross-disciplinary aesthetics curriculum in a Seed School of the “Cross-disciplinary Aesthetic Education Excellence Pilot Program” that won the first prize in the CommonWealth Magazine "Smiling Taiwan Creative Lesson Plan". The design and implementation of the cross-disciplinary aesthetic curriculum in the case school use the "social action approach" curriculum model combined with the characteristics of the local Keelung Commission Store Zone. The curriculum incorporates the Sustainable Development Goals (SDGs) as a venue for implementing a cross-disciplinary aesthetic curriculum in the sixth grade of elementary school. The case study was used to study the cross-disciplinary aesthetic curriculum and teaching, teachers community and 6th grade students winning the first prize. Data was collected through observation, interviews, and documents, triangulation was utilized to present findings. The results are as follows: (1) The course uses four teaching methods in the "community learning stage": collecting information, interpretation activities, presentation activities and performances; (2) The course uses five teaching methods in the "community inquiry stage": field investigation, interview, oral history, data analysis and debate; (3) The course uses four teaching methods in the "community action stage": conveying information, providing creativity, crowdfunding and collective voice. ; (4) The results of cross-disciplinary aesthetic education were evaluated through specific criteria, showing that the implementation of this course not only helps to shape students’ civic literacy, but also allows students to improve their musical literacy, cultivate innovative thinking and aesthetic expression. Finally, based on the research results, suggestions are made for teacher community or researchers who intend to engage in cross-disciplinary aesthetic course design in the future for reference.