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題名：全觀性美感體驗對學校教學意涵之探究
書刊名：藝術教育研究
作者：陳玲璋
作者(外文)：Chen, Ling-jan
出版日期：2013
卷期：25
頁次：頁109-135+137-139
主題關鍵詞：日常生活；全觀性美感體驗；自我決定理論；後設認知理論；美感體驗要素；Everyday life；Holistic aesthetic experience；Self-determination theory；Metacognition theory；Aesthetic experience elements
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(8) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:8
  • 共同引用共同引用:64
  • 點閱點閱:200
本研究的宗旨乃是從「日常生活美學」運動所揭示的「尋常體驗遍是美感」觀點出發，以後設認知理論為主軸，整合自我決定等相關理論與實證研究暨中外教學現場之研究案例，綜整闡析美感體驗的全觀性質以及開放的心靈、興趣與關注、啟動想像力、探索與發掘、產生洞見等五項全觀性美感體驗要素在教與學上的意蘊。主張學習者若能經由教導者適當的全觀性美感體驗教學引導，藉互動性、動態性與多構面性之後設認知學習鷹架，以產生深層興味與自主性之轉化學習，將有助於學習效果之提升與生命意義之豐實。期盼此種跨領域、將理論融入日常生活實踐中的全觀性美感體驗視野能夠提供教師實務教學、強化學生學習效果以及我國美感教育政策制定若干參考意蘊。
This paper explains open-mindedness, interest and attentiveness, imaginative inspiration, exploration and discovery and insightful creation as five essential elements of holistic aesthetic experience, conducive to enhancement of teaching and learning performance in a variety of disciplinary subjects. In order to achieve this objective, this paper proceeds from the perspective of aesthetic experience pervasive in the ordinary espoused by the movement of aesthetics in everyday Life. The paper revolves around the metacognition theory to integrate conceptualizations and verifications pertinent to the self-determination theory alongside analysis of pedagogical cases. It is emphasized that the holistic nature of aesthetic experience emanates from metacognitive processes and intrinsic motivations to elicit cognitive, affective, imaginative and symbolic dimensions of beauty, leading students to move within and across various aesthetic fields of knowledge. The importance of metacognitive scaffolding is highlighted for facilitating students' holistic aesthetic experience as embedded in the aforesaid five elements. Metacognitive scaffolding, characteristic of interactivity, dynamicity and multiplicity, guides students to see through the ordinaries and appreciate the extra-ordinaries of knowledge culminating in holism of beauty. This paper points out that releasing the transformative power of the five elements of holistic aesthetic experience in everyday life stimulates aspiring students not only to excel in academic performance but also to seek a richer life meaning. Hopefully, this paper will provide some useful implications for educational policy-makers and teachers.
期刊論文
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3.Argo, J. J.、Zhu, R. J.、Dahl, D. W.(2008)。Fact or fiction: An investigation of empathy differences in response to emotional melodramatic entertainment。Journal of Consumer Research，34(5)，614-623。  new window
4.Biswas, G.、Jeong, H.、Kinnebrew, J.、Sulcer, B.、Roscoe, R.(2010)。Measuring self-regulated learning skills through social interactions in a teachable agent environment。Research and Practice in Technology-Enhanced Learning，5(2)，123-152。  new window
5.Degravelles, K. H.(2012)。Learning how to love the world: Richmond and Snowber’s landscapes of aesthetic education。Journal of Curriculum Theorizing，28(1)，260-265。  new window
6.Hadzigeorgiou, Y.、Fokialis, P.、Kabouropoulou, M.(2012)。Thinking about creativity in science education。Creative Education，3(5)，603-611。  new window
7.Irvin, S.(2008)。The pervasiveness of the aesthetic in ordinary experience。British Journal of Aesthetics，48(1)，29-44。  new window
8.Kinnebrew, J. S.、Biswas, G.(2011)。Modeling and measuring self-regulated learning in teachable agent environments。Journal of E-Learning and Knowledge Society，7(2)，19-35。  new window
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10.Li, W.、Lee, A. M.、Solmon, M. A.(2005)。Relationships among dispositional ability conceptions, intrinsic motivation, perceived competence, experience, persistence, and performance。Journal of Teaching in Physical Education，24(1)，51-65。  new window
11.Lopez, J. P. P.、Pellegrini, A. M.(2011)。Effective emotional regulation: Bridging cognitive science and Buddhist perspective。Enrahonar Quaderns de Filosofia，47(1)，139-169。  new window
12.Luedicke, M. K.、Giesler, M.(2008)。Towards a narratology of brands?。European Advances in Consumer Research，8，419-420。  new window
13.Lussier, C.(2010)。Aesthetic literacy: The gold medal standard of learning excellence in dance。Physical & Health Education Journal，76(1)，40-44。  new window
14.Martinez, M. E.(2006)。What is metacognition?。Phi Delta Kappan，87(9)，696-699。  new window
15.McLeod, L.(1997)。Young children and metacognition: Do we know what they know they know? And if so, what do we do about it?。Australian Journal of Early Childhood，22(2)，6-11。  new window
16.Moreno, J. A.、Gonzalez-Cutre, D.、Sicilia, A.、Spray, C. M.(2010)。Motivation in the exercise setting: Integrating constructs from the approach-avoidance achievement goal framework and self-determination theory。Psychology of Sport and Exercise，11(6)，542-550。  new window
17.Pourchier, N. M.(2010)。Art as inquiry: A book review of being with a/r/tography。The Qualitative Report，15(3)，740-745。  new window
18.Rozendaal, M. C.、Schifferstein, H. N. J.(2010)。Pleasantness in bodily experience: A phenomenological inquiry。International Journal of Design，4(2)，55-63。  new window
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20.Sill, D.、Harward, B. M.、Cooper, I.(2009)。The disorienting dilemma: The senior capstone as a transformative experience。Liberal Education，95(3)，50-56。  new window
21.Van Bavel, J. J.、Xiao,Y. J.、Cunningham, W. A.(2012)。Evaluation is a dynamic process: Moving beyond dual system models。Social and Personality Psychology Compass，6(6)，438-545。  new window
22.Van der Hoeven Kraft, K. J.、Srogi, L. A.、Husman, J.、Semken, S.、Fuhrman, M.(2011)。Engaging students to learn through the affective domain: A new framework for teaching in the Geosciences。Journal of Geoscience Education，59(2)，71-84。  new window
23.Vlachopoulos, S. P.、Kaperoni, M.、Moustaka, F. C.(2011)。The relationship of self-determination theory variables to exercise identity。Psychology of Sport and Exercise，12(3)，265-272。  new window
24.Wernke, S.、Wagener, U.、Anschuetz, A.、Moschner, B.(2011)。Assessing cognitive and metacognitive learning strategies in school children: Construct validity and arising questions。The International Journal of Research and Review，6(2)，19-38。  new window
25.洪詠善(20050600)。國小藝術與人文領域「環境藝術」敘事課程行動探究。新竹師院學報，20，131-170。new window  延伸查詢new window
26.徐靜嫻(20061000)。多元識讀與動畫敘事課程在國語文領域統整中的應用--一個國語文領域統整課程發展之經驗分享。師大學報. 人文與社會科學類，51(1/2)，55-77。new window  延伸查詢new window
27.曾肇文(2008)。一個敘事課程的建構與實施：以「生活領域」為例。新竹教育大學學報，25(1)，21-52。new window  延伸查詢new window
28.Desmet, Pieter M. A.、Hekkert, Paul(2007)。Framework of product experience。International Journal of Design，1(1)，57-66。  new window
29.Leder, H.、Belke, B.、Oeberst, A.、Augustin, D.(2004)。A model of aesthetic appreciation and aesthetic judgments。British Journal of Psychology，95(4)，489-508。  new window
30.Milyavskaya, M.、Koestner, R.(2011)。Psychological Needs, Motivation, and Well-Being: A Test of Self-Determination Theory across Multiple Domains。Personality and Individual Differences，50(3)，387-391。  new window
31.Sinner, A.、Leggo, C.、Irwin, R. L.、Gouzouasis, P.、Grauer, K.(2006)。Arts-based educational research dissertations: Reviewing the practices of new scholars。Canadian Journal of Education，29(4)，1223-1270。  new window
32.周淑卿(20110100)。學習歷程中美感經驗的性質--藝術與科學課堂的探究。課程與教學，14(1)，19-40。new window  延伸查詢new window
33.陳玉婷(20070600)。美感教育在藝術與人文學習領域上之運用：一位音樂老師之個案研究。教育研究與發展期刊，3(2)，113-136。new window  延伸查詢new window
34.Girod, Mark、Twyman, Todd、Wojcikiewicz, Steve(2010)。Teaching and learning science for transformative, aesthetic experience。Journal of Science Teacher Education，21(7)，801-824。  new window
35.陳瓊花、藍惠美、林明助(20080400)。美感教育的理念與實踐。教師天地，153，4-9。  延伸查詢new window
36.陳瓊花(20081200)。生活素養之我見。教師天地，157，8-11。  延伸查詢new window
37.Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。  new window
38.周淑卿(20050400)。課程的美學探究範疇之建構--當前的問題與未來的方向。課程與教學，8(2)，1-14。new window  延伸查詢new window
39.Cross, D. R.、Paris, S. G.(1988)。Developmental and instructional analyses of children's metacognition and reading comprehension。Journal of Educational Psychology，80(2)，131-142。  new window
40.Schraw, G.(1998)。Promoting general metacognitive awareness。Instructional Science，26(1/2)，113-125。  new window
會議論文
1.Hennessey, M. G.(1999)。Probing the dimensions of metacognition: Implications for conceptual change teaching-learning。The annual meeting of the National Association for Research in Science Teaching。Boston, MA。  new window
2.Pugh, K. J.、Linnenbrink, E. A.、Kelly, K.、Manzey, C.、Stewart, V.(200604)。Motivation, learning, and transformative experience: A study of deep engagement in science。the annual meeting of the American Educational Research Association。San Francisco。  new window
學位論文
1.蔡宜珊(2006)。國小教師對資訊融入教學之美感經驗用語現況研究(碩士論文)。國立臺中教育大學。  延伸查詢new window
2.江欣穎(2009)。科學課程美感經驗之探究--遊戲與想像的觀點(碩士論文)。國立臺北教育大學，臺北市。  延伸查詢new window
3.林家正(2007)。國小品德教育融入社會學習領域學習成效之研究--以英雄故事題材融入社會領域教學為例(碩士論文)。國立臺東大學。  延伸查詢new window
4.陳麗文(2008)。閱讀、對話與遊戲：國小綜合活動課程美學之探究(博士論文)。國立政治大學。new window  延伸查詢new window
5.林佳燕(2003)。運用「故事」統整國小三年級藝術與人文學習領域課程之行動研究(碩士論文)。國立新竹教育大學，新竹市。  延伸查詢new window
6.曾玉萱(2007)。一位國小教師提升小五學童閱讀理解能力之行動研究：敍事課程的建構(碩士論文)。臺北市立教育大學，臺北市。  延伸查詢new window
7.劉秋和(2007)。國小中年級品德教育之研究--以繪本教學為例(碩士論文)。國立臺東大學。  延伸查詢new window
8.許雅婷(2003)。敘事式課程之理論與實踐--以「情緒教育主題」故事繪本為例(碩士論文)。國立中正大學，嘉義縣。  延伸查詢new window
圖書
1.侯雪卿(2011)。當數學與文化相遇：教學中的美感經驗如何可能？。教育與美學的對話：美感經驗的探索與建構論壇。新北市：國家教育研究院。  延伸查詢new window
2.教育部(2005)。藝術教育白皮書。臺北市：教育部。  延伸查詢new window
3.Beckmann, J.、Heckhausen, H.(2008)。Motivation as a function of expectancy and incentive。Motivation and action。Cambridge, UK：Cambridge University Press。  new window
4.Davies, S.、Higgins, K.、Hopkins, R.、Stecker, R.、Cooper, D.(2009)。A companion to aesthetics。Malden, MA：Wiley-Blackwell。  new window
5.Dewey, J.(1934)。Arts as experience。New York, NY：Perigee Books。  new window
6.Levine, A.(1998)。A president’s personal and historical perspective。The senior year experience: Facilitating integration, reflection, closure, and transition。San Francisco, CA：Jossey-Bass。  new window
7.Whisman, S, A.、Hixson, N. K.(2012)。A cohort study of arts participation and academic performance。Charleston, WV：West Virginia Department of Education, Division of Curriculum and Instructional Services, Office of Research。  new window
8.Shusterman, R.(2000)。Pragmatist aesthetics: Living beaty, rethinking art。Lanham, Maryland：Lanham, MD：Roman & Littlefield Publishers,Inc：Roman & Littlefield Publishers,Inc。  new window
9.教育部(2008)。97年國民中小學九年一貫課程綱要。臺北：教育部。  延伸查詢new window
10.Saito, Y.(2007)。Everyday Aesthetics。New York, NY。  new window
11.教育部教育研究委員會(2011)。中華民國教育報告書：黃金十年、百年樹人。教育部教育研究委員會。  延伸查詢new window
12.Light, A.、Smith, J. M.(2005)。The Aesthetics of Everyday Life。New York, NY：Columbia University Press。  new window
13.Irwin, Rita L.、De Cosson, Alex(2004)。A/r/tography: rendering self through arts-based living inquiry。Vancouver, BC：Pacific Educational Press。  new window
14.陳瓊花、林世華(2004)。臺灣民眾美感素養發展與藝術教育改進之研究。臺北市：國立臺灣藝術教育館。  延伸查詢new window
其他
1.教育部(20121018)。啟動國中活化教學列車傳承教學相長典範，http://tw.news.yahoo.com/。  延伸查詢new window
2.陳至中(20121211)。臺生閱讀成績佳興趣信心低落，http://www.cna.com.tw/News/FirstNews/201212110054-1.aspx。  延伸查詢new window
3.Berrett, D.(20121008)。Habits of mind: Lessons for the long term，http://chronicle.com/article/Habits-of-Mind-Lessons-for/134868/。  new window
4.教育部(2010)。第八次全國教育會議：網路論壇--中心議題1之6「藝術與美感教育」，http://www.edu.tw/people_join.aspx?people_join_sn=8&pages=0。  延伸查詢new window
5.教育部(2011)。十二年國民基本教育實施計畫，臺北：教育部。，http://12basic.edu.tw/Detail.php?LevelNo=8。  延伸查詢new window
圖書論文
1.Schneider, W.、Lockl, K.(2002)。The development of metacognitive knowledge in children and adolescents。Applied metacognition。Cambridge：Cambridge University Press。  new window
 
 
 
 
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