藝術通識課程與教學發展之淺思：以後現代藝術教育理論觀點與實踐為取徑

A Look at the Curriculum and Instruction Development in Art-oriented General Education: From the Theoretical and Practical Perspectives of Postmodern Art Education

10.6477/KGEJ.201012.0001

陳箐繡(Jin-Shiow Chen)

藝術通識教育 ； 藝術通識課程 ； 後現代藝術教育 ； 行動取向之探索核心能力 ； arts-oriented general education ； arts-oriented-general-education curriculum ； postmodern art education ； action-oriented inquiry ； core-ability

關渡通識學刊

6期（2010 / 12 / 31）

1 - 26

繁體中文

本文主要針對大學之藝術通識教育在現今變動快速的社會文化下所面臨的課程發展與教學問題進行思考與再定位。由於考慮我們仍處於所謂後現代時期，深受後現代主義思潮的影響，所以，本文嘗試運用後現代藝術教育理論觀點與實踐重新思索藝術通識課程與教學設計的概念與議題，結果建議藝術通識課程規劃之重點有三：一、以多元文化藝術觀點為課程發展的基本理念，二、以小敘事模式為課程設計原則，三、以跨領域與科際統整為課程結構方式；教學情境經營之重點有四：（一）民主化學習情境，（二）批判性思考與社會關懷，（三）行動取向之探索，（四）創意藝術教學。凡此種種僅供參考，最重要的還是鼓勵教師發揮個人的創意巧思，塑造獨特的課程與教學。

This article tends to focus on exploring the issues of the curriculum and instruction development in ”art-oriented general education” for universities. Like other fields in education, art-oriented general education needs to be innovated to fit better to the future challenges. Since we are still in postmodern era, and have been influenced by postmodernism in many aspects, this article attempts to approach to the curriculum-and-instruction issues from the theoretical and practical perspectives of postmodern art education. The results suggest curriculum design for arts-oriented general education should revolve around three vital stances: (1) multiculturalism as the foundation, (2) little narrative as the principle, (3) cross-and-inter-disciplinary integration as the structural method. Instructional design should specify the following four features: (1) democratic learning contexts, (2) critical thinking and social caring, (3) action-oriented inquiry, (4) creative art teaching. Even so, these points are only for references. Art teachers are highly encouraged to play freely with educational imagination in creative and unique ways.

1. 楊馥如(Fu-Ju Yang)(2021)。多角度圖像鑑賞教學方式應用於大一藝術賞析課之行動研究。教育研究與發展期刊。17(1)。69-100。