题名

STEAM跨領域美感教育專題教學設計之探究

并列篇名

A Study on the Design of a Teaching Project on STEAM Cross-Disciplinary Aesthetic Education

DOI

10.6622/RAE.201905_37.0002

作者

盧姵綺(Pei-Chi Lu)

关键词

6E學習模式 ； STEAM教育 ； 專題學習 ； 跨領域美感教育 ； 擴增實境 ； 6E learning model ； STEAM ； project-based learning ； cross-disciplinary aesthetic education ； augmented reality

期刊名称

藝術教育研究

卷期/出版年月

37期（2019 / 05 / 01）

页次

49 - 82

内容语文

繁體中文;英文
中文摘要

本研究旨在探討STEAM教育思潮及跨領域美感教育專題教學設計模式。本研究採行動研究法，以某國小五年級資優班學生為研究對象，設計STEAM跨領域美感教育專題課程，參考6E學習模式，並以專題學習（project-based learning）的形式統整藝術、工程及科技領域學習內容。本研究以「古蹟文化保存」為核心議題，引導學生進行美感專題探究，發展藝術創作行動並應用於擴增實境（augmented reality，簡稱AR）藝術導覽進行文化推廣。在課程實施歷程中，本研究蒐集學生的活動心得紀錄、小組研究日誌、回饋意見與研究省思，以及教師課程觀察與教學省思。研究結果發現：（1）專題學習結合6E模式教學設計有助發展STEAM跨領域美感教育探究與實作；（2）探索體驗學習有助培育生活美感素養；（3）小組合作學習與專題任務設計有助創意思考和問題解決；（4）科技融入有助統整STEAM課程學習與創新應用。最後，本研究提出未來STEAM跨領域美感教育專題課程設計與實施建議。
英文摘要

This study aims to explore the education trend, STEAM (science, technology, engineering, arts, mathematics) and the model for designing a teaching project on cross-disciplinary aesthetic education. This study adopted action research, with fifth graders of a gifted class as subjects. The design of the project on STEAM cross-disciplinary aesthetic education is based on the 6E learning model. The contents related to arts, engineering, and technology are integrated by project-based learning. This study focuses on Historic Sites and Cultural Preservation to lead students to explore aesthetic issues, develop artistic creation, and apply the augmented reality (AR) art guide to cultural promotion. Students’ thoughts on course activities, team study logs, feedback, opinions, study reflections, and the teacher’s observations and reflections were collected throughout the course. The findings are as follows: (1) the integration of project-based learning with the 6E learning model helps to develop exploration and practice on STEAM cross-disciplinary aesthetic education; (2) exploration and experience-based learning helps to cultivate students' aesthetic competence in everyday life; (3) teamwork learning and project task design stimulate creative thinking and are useful for working out solutions; and (4) the use of technology helps to integrate STEAM course learning and innovation application. Based on these, this study recommends ways to design and implement STEAM in cross-disciplinary aesthetic courses.
主题分类 人文學 > 藝術
社會科學 > 教育學
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被引用次数
  1. 蔡浩軒,孟瑛如(2020)。擴增實境技術融入特殊教育課程設計之現況與趨勢探討。特教論壇，28，1-19。
  2. 洪瑞成(2021)。STEAM課程對資優生問題解決能力影響之研究。資優教育論壇，19(2)，21-37。
  3. 簡俊發,廖逸凡,董名家,許世孟,林侑輝,林永昇(2021)。水土保持防災教育創新研究：以大規模崩塌防災教育為例。中華水土保持學報，52(4)，241-252。
  4. 羅藝方,楊淑晴,林佳弘,周坤億(2022)。永續發展教育架構下STREAM跨領域教育之探究。課程與教學，25(2)，87-127。
  5. 吳紹群(2020)。中小學教師參與博物館STEAM教育推廣活動之研究－以故宮STEAM教師工作坊為例。博物館學季刊，34(3)，83-105。
  6. (2023)。STEAM 結合 6E 模式進行國小二年級跨領域素養導向之實踐研究—以生活課程「小紙片大把戲單元」為例。國際藝術教育學刊，21(1)，151-172。
  7. (2023)。VTuber跨域體驗：創造思考策略融入STEAM-6E課程之教學實踐。亞東學報，43，73-90。
  8. (2024)。透過國中STEAM跨域專題導向學習提升學生社會及科學創意問題解決之研究。測驗學刊，71(3)，393-422。
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