環境美感素養融入式課程發展研究

A Study on the Development Model of Environmental Aesthetic Competencies Infused Curriculum

10.6384/CIQ.202210_25(4).0004

李雅婷(Ya-Ting Lee)

環境美學 ； 環境美感素養 ； 融入式課程 ； aesthetics of the environment ； environmental aesthetic competencies ； infused curriculum

課程與教學

25卷4期（2022 / 10 / 01）

95 - 126

繁體中文

臺灣近年來在師資職前教育倡導素養導向課程革新，本研究旨在發展環境美感素養融入師資職前教育課程，細部目的如下：一、建構美感素養融入師資職前教育之課程模組與發展模式。二、分析環境美感素養融入師資職前教育課程之課程模組與發展模式特色。三、提出本研究之結論與建議，以作為規劃融入式課程之參考。為達上述目的，本研究採文獻分析、專家諮詢、觀察、文件分析等方法，提出以下結論：一、本研究所發展之課程模組採「虎嘯風生」發展模式，化真於美，以融入式課程組織型態，著重貼近生活的真實性；二、跨領域專長教師參與美感融入社群，有助於發展跨越知識界線的課程，提供從點－線－面的關聯性和多元觀點；三、課程模組運用多元學習策略與學習任務以提升師資生之美感素養。

In recent years, the trend in the innovation of competency-based curriculum has been rising in compulsory education and pre-service education in Taiwan. With the background in the educational reform in Taiwan and the need of teacher training, this study integrates the related theories and researches, and aims to develop a model of environmental aesthetic competencies infused curriculum for the pre-service teacher program. In this study, multi-methods are used, including literature analysis, observation and document analysis. The results are as follows, 1) The modules developed are based the TIGER model which is characterized by the infusion of knowledge and beauty, and the emphasis on the authentic learning. 2) Teachers with interdisciplinary expertise participate in the team teaching community, and this is beneficial to the development of the interdisciplinary curriculum with multi-points of view. 3) A variety of learning strategies and tasks are used in the modules to raise the preservice teachers' aesthetic competencies.

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