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題名:美感經驗觀點的教學再概念化
作者:洪詠善
作者(外文):Hung Yung-Shan
校院名稱:國立臺北教育大學
系所名稱:課程與教學研究所
指導教授:歐用生
學位類別:博士
出版日期:2008
主題關鍵詞:美感經驗教學遊戲想像超越不確定性想像力Aesthetic ExperienceTeachingPlayImaginationTranscendence
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(9) 博士論文(5) 專書(0) 專書論文(2)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:0
  • 點閱點閱:81
本研究從「美感經驗」觀點,運用參與觀察法、訪談法與文件分析法,分別從遊戲、想像與超越三方面闡述並分析美感經驗的教學圖像。
本研究發現:美感經驗觀點的教學再概念化緣自於對傳統管理與技術導向的實證典範教學概念之省思;美感經驗的教學概念強調教學要能喚起教師與學習者的審美態度與專注,經由感官知覺經驗,進入遊戲狀態,啟發想像力與創造力,讓參與者在轉化超越中創構知識並超越自我,及其所生活世界之限制。
實徵探究方面發現:
一、教學能夠營造新奇感、容忍不確定性,營造較少的規則限制情境,才能獲得更多自由與樂趣,並且在教學中鼓勵學習者與所有參與者對話。
二、美感經驗中,想像力是創造的基礎,從好奇、看見到想像,教學重視獨特的作品,與重視概念的解構;教學是和音,在混亂中逐漸找到對位關係。
三、在美感經驗的教學中,無論是教師或學習者,在教學中發現自己的限制,但是只要願意省思與行動,當可超越個人當下的生活狀態,昇華生命的境界。
四、在過度重視教學成效與進度的學校場域中,從美感經驗觀點的教學實踐是一段美麗動人但是具有挑戰之旅程。
The main purpose of this research is to elaborate the teaching concepts in aesthetic experience in view of play, imagination, and transcendence. The research employed participant observation, interview, and document analysis from the area of Art and Humanities teaching of a 5th grade class in an elementary school in Taipei County.
The major findings are as follows:With an intention to overcome the shortcomings of positivist paradigm, the teaching is re-conceptualized through the aesthetic experience approach. From aesthetic experience viewpoint, teaching needs to draw the attention, and consequently arouse the interest of teachers and learners. Through various sensations, teachers and learners enter into playing to fire up imagination and creation. Then participants can construct knowledge and transcend themselves and the limitations in teaching.
The findings from an empirical aspect are as follows: At first, teaching needs to create novelty, endure uncertainty, and impose less limitation for a freer and more pleasant atmosphere. In the process of teaching we may encourage learners to deal with materials through dialogs with other participants. Secondly, from aesthetic experience, imagination is the mother of creation. Furthermore, the uniqueness of works and deconstructing concepts may be highly praised and emphasized. Like harmonic singing, teaching always attempts to search counterpoint in a mess. Thirdly, they, teachers or learners alike, all understand the limitations in teaching and in their lives as long as they can reflect what they do and put it into practice. At last, owing to over-emphasized so-called effects and pace of teaching in most schools currently, teaching through aesthetic experience approach still has a long way to go.
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