視覺藝術教育在改變偏鄉教育困境上的潛力

The Potential of Visual Art Education in Transforming Rural Educational Challenges

10.6738/bdclc.202406_(12).0005

劉清嵐(Liu, Ching Lan)

契克森米哈伊 ； 心流理論 ； 偏鄉教育 ； 藝術教育 ； Csikszentmihalyi ； flow theory ； rural education ； art education

竹蜻蜓．兒少文學與文化

12期（2024 / 06 / 01）

115 - 153

繁體中文;英文

在臺灣，偏鄉地區的教育挑戰源於多方面的困難，包括基礎設施的不足、教師流動性高以及家庭環境的不穩定等因素。這些挑戰導致城鄉之間在教育質量上的差異，即便在科技高度發展的今日，這一差異仍未得到有效縮減。面對這些問題，政府和相關機構已經實施了多項政策，如提升教師質量、為弱勢家庭提供經濟支持，以及增進部落青年的就業機會等，但這些措施仍未能根本改變現狀。學童的家庭背景和相關的情緒問題對其學業表現有著直接影響，因此本研究著重於通過藝術教育來探索緩解這些心理壓力的新方法，期望能夠改善學生的學習成效和情緒健康。在當前重視升學的教育氛圍中，藝術教育往往被忽略，因為它常被視為缺乏實用性和競爭力。然而，對於學業成績不佳和情緒不穩的學生來說，藝術教育可能尤其重要。若教師能提供一個安全、鼓舞和包容的創作環境，藝術教育可能有助於學生建立內在秩序、提升自信及穩定情緒。心理學家米哈伊．契克森米哈伊在《心流》中強調，當個體在活動中達到心流狀態時，其意識秩序得到整合，精神能量將能夠集中，從而提升整體的心理健康和學習效能。本研究在連續兩年的高年級視覺藝術課程實施後發現，學童在課堂上的情緒表現有明顯改善，並且在英語學科的學習態度和成績上也顯示出集體進步。這些進步不僅反映了藝術教育對學生情緒的正面影響，也顯示了學生在其他學科上的整體改善。這支持了米哈伊理論中的觀點，即透過心流狀態達成的精神集中和意識秩序的整合，能夠促進個體在多方面的成長和發展。透過本研究，我們也可看到實務世界與理論之間的映照關係。

In Taiwan, educational challenges in rural areas stem from a variety of difficulties, including but not limited to the inadequate infrastructure, high teacher turnover rate, and unstable environments of family of origin. These challenges lead to disparities in educational quality between urban and rural areas, which have not been effectively reduced even in today's high-tech era. In response to these issues, the government and the relevant agencies have implemented a number of policies, such as improving teachers' professional competencies, providing economic support to underprivileged families and increasing employment opportunities for the young adults from indigenous communities. However, these measures have yet to change the situation fundamentally. Pupils' family background and emotional issues have direct impact on their academic performance. Therefore, this study focuses on exploring new methods through visual arts education to alleviate students' psychological pressures, with the hope of improving students' academic performance and emotional health. In the current mainstream educational climate that prioritizes academic advancement, arts education is often overlooked because it is seen as lacking practicality and competitiveness. However, arts education may be especially important for students who are academically underachieving and emotionally unstable. If teachers can provide a safe, encouraging, and inclusive creative classroom environment, arts education may help pupils establish internal order, boost self-confidence and stabilize emotions. Psychologist Mihaly Csikszentmihalyi emphasizes in "Flow" that when an individual achieves a state of flow during activities, his or her consciousness is integrated, and mental energy will be focused, thereby enhancing overall mental health and learning efficiency. After implementing a visual arts curriculum for two consecutive years with upper-grade pupils, we've seen significant improvements in students' emotional expressions in the classroom and collective progress in their learning attitudes and grades in the English subject. These improvements not only reflect the positive impact of arts education on students' emotions but also demonstrate overall enhancements in other subjects. This finding supports Csikszentmihalyi's theory that mental concentration and the integration of conscious order achieved through the flow state can promote individual growth and development in many aspects. Through this study, we can also see the correspondence between the practical world and theory.