HKIER

摘要

在台灣，近年「課程美學」一詞可謂掀起了課程研究的一股新潮流，除了教育研究院以此為名舉辦了一系列讀書會與專題講座外，在台灣的學術社群亦出現了某些專以美學概念為首，進而探究教育或課程等的實務現象。在這些學術先進持續努力下，課程美學的研究逐漸有了一些成果。然而，本文在檢視過去相關的研究成果時，卻發現了有關論文或文章有一些共同弊病，即在於它們大都忽略了說明為何要使用美學概念來研究課程或教育。因此，本文採用概念詮釋方式進行研究，一方面發現當前課程美學研究的動機均指向課程結構太過密集、考試引導教學等情況，以致不適合學生情意面的學習；另一方面亦指陳出這些研究忽視課程美學的本質性問題。本文藉由Gadamer的哲學詮釋學概念，認為台灣未來的課程美學研究可以朝三方面探究：（1）課程與美學的概念性研究；（2）課程與美學方法的實徵性研究；（3）課程與美學論述形構的脈絡性研究。

關鍵詞：課程美學；概念分析；Gadamer詮釋學

Abstract

The idea of “curriculum aesthetics” has led a new trend in curriculum studies in Taiwan recently. Not only has the National Academy for Educational Research been holding a series of study groups and subject talks about curriculum aesthetics, the academic communities in Taiwan has also inquisited with some concepts of aesthetics into the research on education or curriculum. With these research efforts, fruitful results have been achieved in the area of curriculum aesthetics. However, when examining the related past research, all did not give any explanation on why using the idea of aesthetics in studying curriculum or education. This article uses the method of conceptual analysis to investigate into the research on curriculum aesthetics in Taiwan. It was found that the current curriculum structure of Taiwan is too intensive and examination-oriented, thus not conducive to the affective dimensions of students’ learning. Also, the essential nature of curriculum aesthetics was ignored in the past research. Therefore, based on Gadamer’s hermeneutics, this article proposes three approaches for the research on curriculum aesthetics in Taiwan: (1) conceptual study of curriculum and aesthetics; (2) empirical study of curriculum and aesthetics; and (3) contextual study of discourse formation of curriculum and aesthetics.

Keywords: curriculum aesthetics; conceptual analysis; Gadamer’s hermeneutics