藝術人的終身學習：生命故事敘說的教學實踐__臺灣人文及社會科學引文索引資料庫

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題名：	藝術人的終身學習：生命故事敘說的教學實踐
書刊名：	藝術教育研究
作者：	吳慎慎
作者(外文)：	Wu, Shen-shen
出版日期：	2006
卷期：	12
頁次：	頁1-38
主題關鍵詞：	生命故事；敘說學習；終身學習；通識課程；藝術教育；Arts education；General education；Life story；Lifelong learning；Narrative learning
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(11) 博士論文(5) 專書(0) 專書論文(0) 排除自我引用:10 共同引用:0 點閱:174

二十一世紀終身學習新的典範所標榜的學習是貫穿個人生命歷程的，生命全方位的和具有生命深度的學習。因應變遷快速，充滿不確定性的生命情境，藝術人的終身學習必須以自我的反思性學習為核心，培養「書寫生命故事的能力」方可在多元糾葛的社會關係中建構自我認同，活出自已。本文從反思性終身學習的脈絡探討當代藝術人終身學習的意涵，提出以經驗為核心，重視連結的認知和反思轉化的生命故事敘說學習取向。除了說明敘說學習的知識論述、理論與實踐經驗，並以作者在台北藝大「藝術人的生命故事」通識教育課程的教學實踐為例，說明生命故事的敘說學習在藝術大學之教學應用與發展。最後，就課程實踐歷程所蒐集的資料，整理分析提出藝術人生命故事敘說的學習探究。

以文找文

The emergent paradigm of lifelong learning in the 21(superscript st) century not only focuses on the concept of lifelong, but also life-wide and life-deep. In times of changes and uncertainty, it is essential for individuals to be reflexive lifelong learners with biographical competences. To support arts practitioners as lifelong learners, the paper suggests a curricular project of narrative approach. It is to be used as an entry point to help learners for their own career. The first section of this paper addresses theoretical perspectives in the literature of lifelong learning. The paper then turns to issues concerning narratives/life stories and its implications in narrative learning and the making of arts practitioners as lifelong learners. This is followed by an introduction to a general education curriculum, "Life Stories of Arts Practitioners", facilitated by the author from 2003-2005 in Taipei National University of the Arts. The curricular plan includes course plan, goal, learning/teaching process and evaluation, etc.. Finally, data collected from the teaching/learning process reveals that learners gain significant insights from the course by connecting learning, reflexivity, dialogue and class interactions. Discussions of the exploration are also made in the last part of this paper.

以文找文

期刊論文
1.	Strain, Michael、Edwards, Richard、Ranson, Stewart(2002)。Reflexivity: Towards a Theory of Lifelong Learning。International Journal of Lifelong Education，21(6)，525-536。
2.	Karpiak, I.(2000)。Writing Our Life: Adult Learning and Teaching through Autobiography。Canadian Journal of University Continuing Education，26(1)，31-50。
3.	歐用生(2003)。誰能不在乎課程理論？--教師課程理論的覺醒。教育資料集刊，28，373-387。延伸查詢
4.	Apple, M. W.(1996)。Power meaning and identity: Critical sociology of education in the United States。British Journal of Sociology of Education，17(2)，125-144。
5.	Antikainen, A.(1998)。Between Structure and Subjectivity: Life-histories and Lifelong Learning。International Review of Education - Internationale Zeitschrift für Erziehungswissenschaft - Revue Internationale de Pedagogie，42(2/ 3)，215-234。
6.	Hake, B. J.(1999)。Lifelong Learning in the Late Modernity: The Challenge to Society, Organization and Individuals。Adult Education Quarterly，49(2)，79-90。
7.	Rossiter, M.(1992)。NEWACE Social Action Theatre: Education for Change。Continuing Higher Education Review，56(3)，168-172。
8.	Apple, M.(1996)。Power, meaning and identity: Critical sociology of education in the US。British Journal of Sociology of Education，17，125-144。
9.	Antikainen, A.(1998)。Between structure and subjectivity: Life-histories and lifelong learning。International Review of Education，44，215-234。
10.	Hake, B. J.(1999)。Lifelong learning in the late modernity: The challenge to society, organization and individuals。Adult Education Quarterly，49(2)，79-90。
11.	Rossiter, M.(1992)。NEWACE social action theatre: Education for change。Continuing Higher Education Review，56(3)，168-172。

會議論文
1.	吳慎慎(2005)。終身學習典範變遷中藝術大學通識教育課程與教學的省思。0。延伸查詢
2.	吳慎慎(2005)。終身學習典範變遷中藝術大學通識教育課程與教學的省思。臺北。延伸查詢

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