| Summary: | 碩士 === 淡江大學 === 教育政策與領導研究所碩士班 === 107 === A case where a high school implementing Interdisciplinary Curriculum of Aesthetic Education was recruited to investigate how the school promoted Interdisciplinary Curriculum of Aesthetic Education. In addition, the school context and the opinions and feedback of the practice were discussed. The core of five values of aesthetic education was utilized for analysis.
The research methods used in the present study included interviews with four teachers, and three to four students from each course to fill in feedback questionnaire, document analysis, and field observations. The conclusions are as follows:
1. With the purpose of the execution on Interdisciplinary Curriculum of Aesthetic Education, teachers refine courses and help to enhance students’ motivation on learning as well as to acquire the insights to one’s hometown environments.
2. The core of five values of aesthetic education serves as the basis for the execution on Interdisciplinary Curriculum of Aesthetic Education, which includes:
(1) The openness of art features the acceptance of the entire academic
field.
a. Art can be connected to knowledges from other academics.
b. Art can be accepted by different academic subjects.
(2) The extension from learning of art can be employed as the core of
Interdisciplinary Curriculum.
a. Art subjects can strike a chord with academic subjects.
b. Art subjects can be utilized as the extension of Interdisciplinary
Curriculum of Education.
(3) The aesthetic commonality from different academic fields stimulates
the effects on learning substances.
a. The course provides the means of transforming abstract knowledge
into practical concept.
b. Enhance learners’ knowledge and perception.
(4) Interdisciplinary Curriculum of Aesthetic Course enables courses to
be activated and developed further.
a. The developed courses can enhance teaching materials and makes them
more interesting.
b. Students will be able to transfer the concepts or skills acquiring
in class into one’s lifestyle.
(5) Teachers from Interdisciplinary Curriculum of Aesthetic Course will
utilize their profession to co-construct the willingness on aesthetics
education.
a. The teachers are able to enhance one’s professional teaching from planning the courses.
b. Plan the course development with mutual goals, and form a teacher learning community.
3. Feedback and thoughts from the teachers.
(1) From participating the course, students transformed one’s experiences into self-understanding, gaining knowledge and reinforcing learning effects.
(2) Sense of fulfillment and self-affirmation were boosted from the class.
(3) Learning on sense of appreciation and mutual respect.
(4) Reflecting on one’s own and making clear future plan.
4. Enhance teacher’s and student’s aesthetic literacy.
(1) Through the developing course and cultivation, students are able to
increase their basic abilities and to gain related aesthetic
experiences and substances.
(2) For both teachers and students, the entire course involves learning
experience on literacy, but it requires longer time of period on
accumulation and exploration.
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