Incorporating Aesthetic Education Into the School Curriculum—Action Research Involving Tea Pottery Classes in an Elementary School

• Main Authors: CHEN, MING-LI, 陳明麗
• Other Authors: LIN, CHON-HSIN
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/5tnv62

碩士 === 亞太創意技術學院 === 茶陶創意研究所 === 103 === This study addresses the need to modify the national school curriculum to reflect the important role of aesthetic education in modern societies. The research objectives are lower grade students of Emei Elementary school. Systematic action research was used to explore the process and teaching methods of aesthetic education. The following research results will serve as a point of reference for the Committee on Curriculum Development in evaluating and modifying the school curriculum. Following the implementation of an experimental tea and ceramics curriculum, data were collected through participate observation, interviews, and inductive analysis. The research conclusions were are as follows: 1. The students enjoyed an aesthetic life experience that left them feeling happy and satisfied. 2. The introduction of aesthetic education into the curriculum increased the students’ understanding and recognition of their school’s strengths. 3. The students became more sensitive to aesthetic experience and displayed more creativity. 4. An improvement was observed in the students’ appreciation of aesthetic values and participation in creative work. 5. The students’ sense of learning achievement was enhanced by their new aesthetic curriculum. 6. Implementing an aesthetic curriculum improved classroom interactions and teamwork. The results of this study led to the following suggestions: 1. The philosophy of aesthetic education should be incorporated into the school curriculum for various grades and subjects. 2. The number of aesthetic education courses available should be increased;teachers should be encouraged to participate in continuous education and skill enhancement programs. 3. Aesthetic education should be implemented in an appropriate and flexible way that focuses primarily on the needs of students. 4. In the lower grades, aesthetic education should focus on multiple sensory experiences. 5. Aesthetic education should be incorporated into the curriculum for the long term.