| Summary: | 碩士 === 建國科技大學 === 設計學院暨創意生活應用設計研究所 === 102 === The unprecedented fast development of digital science and internet technology has made multi-facets learning possible. In particular, the special audio/video effect of digital broadcasting has opened up infinite possibility for modern art education. As Ministry of Education is working hard to encourage teachers to use most up-to-date news and knowledge to develop their own education curriculum, teachers should be able to take advantage of the curriculum of digital museum. Science is based on theory and Aesthetics is based on sensing/feeling. The focus of the current study is to investigate: If we include both science and Aesthetics in our education curriculum, will it open up a new path toward Aesthetics Experience for lower grade elementary school student.
The study format is based on coordinated actions and there are two major questions that we intend to address:
(1) How to motivate second-grade students their interest in Aesthetics Experience through learning the curriculum of digital museum?
(2) Observe the special characteristics exhibited by the student after they went through the learning with the curriculum of digital museum.
According to various theory related to Aesthetics Experience, we come up with six special qualities associated with Aesthetics Experience: (1) focus on the subject with undivided attention, (2) exhibit pleasant and satisfactory feeling, (3) possess problem solving capability, (4) full of imagination and creativity, (5) able to enjoy with attention to details, and (6) have a complete and unique experience. Following the curriculum design theory, we develop a series of curricular modular incorporating digital technology and geared towards inducing Aesthetics Experience. These curricular modular were used in our teaching study. After ten (10) weeks of teaching with the above designed curricular modular, we proceed to analyze and study the outcome of the results with respect to how student feels about their accomplishment in Aesthetics Experience.
Followings are the conclusions arising out of the study:
(1) Under teacher’s proper guidance and with museum’s multi-facets digital learning format, students are more active and self-motivated in their study. This fits well with Aesthetics Experience.
(2) We should promote the use of curricular modular that incorporate both digital museum and Aesthetics Experience.
(3) In a group playing activity, students are able to recognize that Aesthetics does exist in our daily life.
(4) The special characteristics of Aesthetics Experience shown during the teaching can enable teacher and student to view the world and self differently, thus significantly improve student’s self confidence.
(5) Curriculum of Aesthetics Experience can lead to students’ cooperation in their study.
(6) Through incorporating Aesthetics Experience into curriculum of digital museum, researcher is able to excel in her own field of study and has a sense of self-accomplishment.
The outcome and discovery of the above study were summarized and suggestions were made as references for school and/or teachers.
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