HKIER

摘要

台灣「課程美學」的研究課題近年來蔚然成風，成果可觀。由目前研究的主題歸類，大致分為四個取向：

1. 以鑑賞與評論方法進行的課程教學現象探討；
2. 視教與學的經驗為美感經驗，據此探討課程中的美感經驗性質及實踐途徑；
3. 主張教師為藝術家，探討教學的藝術性；
4. 借用藝術教育的架構或方法進行教學，並探討其教育效果。

然而，由於各研究者對課程美學內涵的理解並不相同，令「課程美學」的概念顯得模糊不清。本文認為，目前台灣的課程美學研究有兩個主要問題：一是相近概念的交互混用，二是美學理論的詮釋與應用失當。本文最後指出未來研究可再着力的方向。

關鍵詞：課程美學；美感經驗；教學的藝術性；美學探究

Abstract

Aesthetic inquiry of curriculum (or curriculum aesthetics) has become the focus of educational research in Taiwan for recent years, and the research achievement is significant. According to the collected papers, the author divided the related research into four categories:

1. To inquire into the phenomenon of curriculum and teaching by connoisseurship and criticism that Eisner proposed;
2. To explore the features of aesthetic experience in teaching and learning, and the ways of practice;
3. To explore the artistry of teaching based on the supposition of “teacher as artist” ;
4. To inquire into the effect of teaching based on the framework of art education.

However, these researchers may have different conceptions and explanations to curriculum aesthetics, making the research category and related concepts to be vague. The author pointed out that the two main problems of the curriculum aesthetics research were: first, the concepts or terms of aesthetics used in curriculum studies were confusing; second, the interpretation of aesthetics theory and its application to curriculum phenomenon were improper. Finally, the author indicated the future directions for curriculum aesthetics research.

Keywords: curriculum aesthetics; aesthetic experience; artistry of teaching; aesthetic inquiry