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題名:臺灣課程美學研究之現況與未來趨勢
書刊名:教育學報
作者:楊宏琪
作者(外文):Yang, Hong-chi
出版日期:2012
卷期:40:1/2
頁次:頁45-66
主題關鍵詞:課程美學概念分析Gadamer詮釋學Curriculum aestheticsConceptual analysisGadamer's hermeneutics
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(1) 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:1
  • 共同引用共同引用:74
  • 點閱點閱:122
在台灣,近年「課程美學」一詞可謂掀起了課程研究的一股新潮流,除了教育研究院以此為名舉辦了一系列讀書會與專題講座外,在台灣的學術社群亦出現了某些專以美學概念為首,進而探究教育或課程等的實務現象。在這些學術先進持續努力下,課程美學的研究逐漸有了一些成果。然而,本文在檢視過去相關的研究成果時,卻發現了有關論文或文章有一些共同弊病,即在於它們大都忽略了說明為何要使用美學概念來研究課程或教育。因此,本文採用概念詮釋方式進行研究,一方面發現當前課程美學研究的動機均指向課程結構太過密集、考試引導教學等情況,以致不適合學生情意面的學習;另一方面亦指陳出這些研究忽視課程美學的本質性問題。本文藉由Gadamer的哲學詮釋學概念,認為台灣未來的課程美學研究可以朝三方面探究:(1)課程與美學的概念性研究;(2)課程與美學方法的實徵性研究;(3)課程與美學論述形構的脈絡性研究。
The idea of “curriculum aesthetics” has led a new trend in curriculum studies in Taiwan recently. Not only has the National Academy for Educational Research been holding a series of study groups and subject talks about curriculum aesthetics, the academic communities in Taiwan has also inquisited with some concepts of aesthetics into the research on education or curriculum. With these research efforts, fruitful results have been achieved in the area of curriculum aesthetics. However, when examining the related past research, all did not give any explanation on why using the idea of aesthetics in studying curriculum or education. This article uses the method of conceptual analysis to investigate into the research on curriculum aesthetics in Taiwan. It was found that the current curriculum structure of Taiwan is too intensive and examination-oriented, thus not conducive to the affective dimensions of students’ learning. Also, the essential nature of curriculum aesthetics was ignored in the past research. Therefore, based on Gadamer’s hermeneutics, this article proposes three approaches for the research on curriculum aesthetics in Taiwan: (1) conceptual study of curriculum and aesthetics; (2) empirical study of curriculum and aesthetics; and (3) contextual study of discourse formation of curriculum and aesthetics.
期刊論文
1.周淑卿(200504)。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
2.李雅婷(200504)。社會轉化與美感創造--探析社會重建論的課程關懷。課程與教學,8(2),41-52。new window  延伸查詢new window
3.黃暐珉、周淑卿(2009)。美的轉化:校園空間裏的美感課程。研習資訊,26(4),11-18。  延伸查詢new window
4.涂志賢(20090600)。再概念化學派的課程美學探究及其對課程研究的啟示。教育資料與研究,88,93-110。new window  延伸查詢new window
5.李雅婷(20070400)。H. Rugg創造性自我表現之課程美學觀點探究。課程與教學,10(2),145-159。new window  延伸查詢new window
6.楊俊鴻、歐用生(20090600)。「第三空間」及其課程美學蘊義。教育資料與研究,88,69-92。new window  延伸查詢new window
學位論文
1.李雅婷(2002)。課程美學探究取向的理論與實踐之研究--以國小藝術統整課程之教育批評為例(博士論文)。國立臺灣師範大學,台北。new window  延伸查詢new window
2.曾榮華(2006)。一位國民小學校長課程領導實踐智慧之研究:課程美學探究取向(博士論文)。國立臺中教育大學。new window  延伸查詢new window
3.李笛榛(2010)。傅柯生存美學思想對課程美學的啟示(碩士論文)。國立臺北教育大學,台北。  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
圖書
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3.李雅婷(2010)。「自由」為核心之教學藝術理念與課程實踐--以美感教育為例。教學藝術。台北:五南。  延伸查詢new window
4.李靜芳(2008)。藝術教育課程的建構。教育美學:美學與教育問題述評。台北:師大書苑。  延伸查詢new window
5.林逢祺(2008)。美感教育與課程。教育美學:美學與教育問題述評。台北:師大書苑。  延伸查詢new window
6.單文經(2004)。課程與教學新論。台北市:心理出版社。  延伸查詢new window
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8.黃繼仁(2010)。從課程慎思的觀點探討教學藝術的立論及重要性。教學藝術。台北:五南。  延伸查詢new window
9.鄭明憲(2008)。美育課程的發展模式。教育美學:美學與教育問題述評。台北:師大書苑。  延伸查詢new window
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14.Cary, L. J.(2006)。Curriculum spaces: Discourse, postmodern theory and educational research。New York:Peter Lang Publishing, Inc.。  new window
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18.Gadamer, H.、陳榮華(2011)。高達美詮釋學。臺北市:三民書局。  延伸查詢new window
19.孫旗(199203)。藝術美學探索。臺北:結構群文化公司。  延伸查詢new window
20.Bruner, J. S.(1960)。The process of education。New York, NY:Vintage Books。  new window
21.Pinar, W. F.(2006)。The synoptic text today and other essays: Curriculum development after the reconceptualization。New York, NY:Peter Lang Publishing, Inc。  new window
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23.Pinar, William F.、Reynolds, William M.、Slattery, Patrick、Taubman, Peter M.(1995)。Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses。Peter Lang。  new window
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圖書論文
1.周佩儀(20100000)。藝術教育、課程藝術與教學藝術。教學藝術:中華民國課程與教學學會2010年刊。臺北:五南。new window  延伸查詢new window
 
 
 
 
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