感－思－行－省教學模式以涵養想像力及美感經驗

A Feeling-Thinking-Acting-Reflecting Instructional Model for Cultivating Imagination and Aesthetic Experience

10.6622/RAE.202212_(44).0002

許育齡(Yuling Hsu)；吳毓瑩(Yuh-Ying Wu)

美感經驗 ； 想像力 ； 感－思－行－省教學模式 ； 學習回饋 ； esthetic experience ； imagination capability ； feeling-thinking-acting-reflecting model ； learning feedback

藝術教育研究

44期（2022 / 12 / 01）

47 - 80

繁體中文;英文

本研究立基於Dewey的經驗學習理論，運用行動研究深化前期發展的學習方案，立意開發教師端的引導模式，並運用前後測設計及作品表意式評量，探討整體教學模式的成效。研究結果提出由感、思、行、省四個主軸循序循環展開的教學模式，其引導重點包括：「感－引導探索與深化感受」、「思－營造止、定、靜、安的氛圍深化探索」、「行－促進體驗知行落差與辯證淬煉」、「省－提供內外在經驗對話整合空間」。學習成果資料顯示，整體模式能有效促發學習者不同層面的想像力與深化美感經驗，具體成效包括：鬆動刻板習性活化美感知覺、接觸經典作品釋放想像力，從自我與美感作品互動中涵養智慧，乃至透過微型創作體驗知行落差，尋找自屬的創作語言發展統整經驗。研究結果可提供高等教育教師開發美感相關課程時，帶動個體想像力涵養深化美感經驗時參考運用。

This study was based on Dewey's experiential learning theory, using action research method to refine a learning program developed by preliminary research, and to establish a teacher guidance model. We also used pre- and post-test research design and work performance evaluation to justify the effectiveness of the overall instructional model. The guidance model followed a repeated cycle of feeling, thinking, acting, and reflecting. The feeling stage involved guiding learners to explore and deepen their perception. In the thinking stage, to deepen their exploration of knowledge, the teacher allowed learners to enter the four meditative stages: knowing where to stop, calmness, quietness and stillness, and being at ease. In the acting stage, learners were guided to understand the gap between their knowledge and action and to refine their arguments. During the reflecting stage, the teacher provided a space that facilitated dialogue and integration between the learners' internal and external experiences. The quantitative and qualitative data analyses revealed that the model was effective overall in stimulating learners' imagination at various levels and deepening their aesthetic experience. This study helped learners to break through stereotypical thinking and invigorate aesthetic perception, to learn about classic works and stimulate their imagination; to cultivate wisdom through their interaction with aesthetic works, to identify the gap between their knowledge and action by creating micro-miniature works, and to find a language of their art creation as a summary of the aesthetic experience. The study results may serve as a basis for teachers in higher education to stimulate learners' imagination and deepen their aesthetic experience in aesthetics courses.

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