素養導向與美感教育融入國小班級教室之建構歷程與實踐

Abstract

學校是個體重要的學習場域，班級教室則是學校教育的的關鍵地點。新興教育思潮帶來了不僅是教學觀念的改變，更是學習環境的重新建構。本研究以素養導向與美感教育之教育思潮作為時空背景，梳理其學習環境論述，交織時間、空間與人際間的關聯，探討在十二年國教的時空背景下，國小班級教室與時俱進的樣貌。為達研究目的，本研究採用質性研究法，選取三所班級教室之建構符應素養導向與美感教育概念的國小為研究案例，分別探究各案例之發展歷程、規畫內容，以及使用現況。在發展歷程部分，本研究結果顯示，三所國小班級教室的規劃啟動皆以問題意識做為開端，參與者先從心念拋出問題，透過參與成員的討論滾動進行，其歷程之內涵包括促進師生對於「學習環境的想像與思考、自由運用、自然成長」，傳遞師生對於「學習內容的培養與習得、感受學習、感知生活」，鋪陳師生對於「學習脈絡的興趣與探究、開啟意識、開展成長」。在規劃內容上，研究結果顯示，三個案例均能發現其軟硬體皆考量學習本質與學生特性，聚斂出「以人為出發」、「關懷人的主體性與發展」、「取材於生活環境」、「啟動學習的意識」、「觸動學習的感官」、「培養生活脈絡的探索」的特質。對於低年級學生著重生理與學習表現展示，中年級學生著重習慣培養與行為交流，高年級學生則強調創造力與開闊視野的提供，並以各種方式布置使班級教室呈現活絡氛圍，使班級教室具有整體向心力的凝聚。在使用現況上，則能看見班級教室中不同區域，在「人」、「情境」、「互動」的設計上，皆以使用者為主、貼近學習、觸發創造，增添使用的維度，將學習個體、學習內容、學習表現的內與外相互交織，讓學生使用行為與思緒更具意義。根據研究結果，本研究提出建議，在素養導向與美感教育融入國民小學班級教室的建構上，理念共識是重要第一步。在教育與空間的討論上，需要不同領域與經驗的交疊來聚焦概念，將規劃內容的目標化為具體的實踐，讓人與境互相對話與創造，交織成不同的心理感受，使人境連結成為概念的映射。在後續研究部分，建議可推進不同學習階段班級教室的關注，讓素養導向與美感教育的學習有所持續。也建議能對於在素養導向與美感教育融入之班級教室的學生進行追蹤，深入挖掘其學習的能量，也建議從學生的視角來了解其對於素養導向與美感教育融入班級教室的需求。Learning is inseparable from life, just as life is inseparable from the environment. Society has brought about changes in educational trends and concepts. The school is an important learning environment, and the classroom is also an important unit.This study takes competency-based and aesthetic education as the temporal and spatial background. Sorting out the relationship between time, space and people in the discussion of learning environment. To understand the changing appearance of elementary school class. This study adopts the qualitative research. And it explores three elementary school classes that are consistent with the era of the educational topic of this study.The results of this study are obtained through data collection, observation and interviews in three elementary school classes. During the development process, everything starts with problem awareness and is discussed by different roles. These processes promote teachers and students' imagination and thinking about the learning environment. Deliver the cultivation and acquisition of learning content and learning experience. And lay out the interest and exploration of senses and feelings. From the perspective of planning content, they take students as the main body, emphasizes subjectivity and development, draws materials from the living environment, activates learning awareness, stimulates learning senses, and cultivates exploration of the context of life. In terms of usability, different areas in the class have the dimensions that are close to learning, stimulate creativity, and improve usability. Make usage behaviors and thinking more meaningful, bring out different usage scenarios, and give the class a different look.Finally, the research suggestion is put forward that conceptual consensus is an important first step in the construction of class. In the discussion of education and space, we need experience from different fields to focus on concepts, turn the goals of planning content into concrete practices, and allow people and environment to communicate and create each other. In subsequent research, we can promote different stages of learning to ensure the continuity of competency-based and aesthetic education learning. We can also track students and tap their learning potential. And understand their needs from the students' perspective.