An Integrated Curriculum Developed in Taiwan for Arts and Humanities: Problems and Prospects

台灣藝術與人文統整課程：問題與前景

布蘭特·威爾森(Brent Wilson)；高震峰(Cheng-Feng Kao)

九年一貫課程 ； 文本互涉 ； 統整教學 ； 藝術與人文課程 ； arts and humanities curriculum ； grade 1-9 curriculum ； integrated curriculum ； intertextuality

藝術教育研究

6期（2003 / 12 / 01）

1 - 19

英文

何謂藝術與人文統整課程？「藝術」與「人文」的關係為何？其關係應如何反映在課程結構、內容、及教學實踐上？不同學科的教師們又應如何將其教學內容與其他學科進行統整連結？九年一貫藝術與人文統整課程，對台灣的藝術教育帶來了前所未有的衝擊；本文作者基於與台北市一群國小教師合作發展課程的經驗，提出以「文本互涉」的概念發展藝術與人文統整課程的構想，並舉出三個課程發展的例子。本文作者認為，藝術與人文統整課程的目的是要為未來的公民培育適應資訊社會生活所需的人文素養。因此，藝術與人文統整課程的教師應嘗試擴充自身的興趣與知識，激勵自己能自在地「超連結」藝術學習與生活經驗中各式文本中的想法，進而鼓勵其學生們也能進行如是的「超連結」。

What is meant by ”the arts and humanities” integrated curriculum? What relationships do the arts have to the humanities and what do they suggest with respect to curricular structures, content, and pedagogical practices through which students become truly educated? The newly developed Arts and Humanities Curriculum has brought unprecedented debates within the field of art education in Taiwan due to its radical reform. Based on the working experiences with a group of elementary art teachers in Taiwan, the authors proposed implementing the idea of ”intertextuality” as a means for integrated art instruction. According to the proposal, the goal for the Arts and Humanities curriculum is to cultivate educated individuals to survive in ”information societies”. In this paper, by presenting three examples, we suggest that teachers in Taiwan of new Arts and Humanities broaden their horizon of interests, thus to a ”literatus” -someone who is competent to integrate ideas within and among texts, and in turn inspire his/her students to do the same

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