文創設計融入校本特色課程研究－以雲林縣平和國小低年級為例

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Title:	文創設計融入校本特色課程研究－以雲林縣平和國小低年級為例
Other Titles:	Integrating Cultural Creative Design into School Based Feature Curriculum--A Study of Lower Grades of Ping-He Elementary School in Yunlin County
Authors:	王淑芬 WANG, SHU-FEN
Contributors:	文化創意事業管理學系趙家民;洪林伯 CHAO, CHIA-MING;HUNG, LIN-BAO
Keywords:	美感教育;文創設計;校本特色課程 Aesthetic education;cultural creative design;school based feature curriculum
Date:	2021
Issue Date:	2022-08-09 10:33:50 (UTC+8)
Abstract:	美感教育、校本特色課程兩者都是近年來教育部在各階段學校教育推行的重點，而兩者也強調藝術教育向下扎根，走向多元化、在地化、生活化。當今文創產業興起，文創設計相關之人才培育也成為藝術教育所要探討的重點之一。然而，文創設計相關課程目前大多以大專院校為主，國小階段在文創設計相關課程仍然較缺乏。本研究的主要目的即為發展一套適合於國小低年級文創設計融入之校本特色課程，並探討文創設計課程實際教學中的學習情況。以提倡美感教育為背景，以文創設計中「文化認同」與「創意培養」做為課程之核心教學理念，參照文創設計之步驟與專題設計過程，自行發展成為國小文創設計之學習步驟。四個步驟依序為認知階段、形成階段、設計階段及回饋階段，對應原本國小藝術課程認知、技能、情意，三個學習面向，並從各階段中發展四個單元實施。引導學生以設計專題式的過程進行藝術創作，從各階段的學習達到適合實施於國小之文創設計體驗課程。　　透過研究者自行發展之文創設計課程，以行動研究法進行研究，除了學生文化認同與藝術技能之提升，並藉由教學者的反思、回饋提供相關藝術教學一些實務經驗與具體建議。本研究的結論為(一)文創設計融入校本特色課程有助於美感提升。(二)文創設計融入校本特色課程賦予在地文化的教育意義。(三)將藝術美感與設計創作整合於校本特色課程有利於文創人才培育向下扎根。　　Aesthetic education and school-based feature courses are the focus of the Ministry of Education's school education at various stages in recent years, and both emphasize that art education is rooted downwards towards diversification, localization, and life. With the rise of the cultural and creative industry, the cultivation of talents related to cultural and creative design has become one of the key points to be discussed in art education. However, most of the courses related to cultural creative design are mainly applied in colleges and universities, and there is still a lack of relevant courses in elementary school. The main purpose of the study is to develop an adequate school-based featured curriculum to integrate with the cultural creative design for lower grades in elementary school. It also discusses the learning situation in the actual teaching process of the cultural creative design curriculum, takes the promotion of aesthetic education as the background, takes “cultural identity” and “creative cultivation” in the creative design as the core teaching concept of the curriculum, and develops itself into the learning step of elementary school cultural creative design by reference to the steps of the cultural creative design and the thematic design process. The four steps are the cognition stage, formation stage, design stage and feedback stage, corresponding to the three orientation of original elementary school art curriculum, cognition, skills, and sentiment, to develop four units of implementation from each stage. To guide students to proceed artistic creation by processing of thematic design, from all stages of learning to develop experience cultural creative design curriculum that suitable for the implementation of the elementary school. 　　Through the cultural creative design course developed by the researchers themselves, the research is carried out by action research method, in addition to the improvement of students' cultural identity , artistic skills, some practical experiences and concrete suggestions on art teaching which are provided through the reflection and feedback of the teaching staff. The conclusion of this study is that (1) Integration of cultural creative design into school-based special courses contributes to aesthetic improvement. (2) Integration of cultural creative design into school-based special courses gives educational significance to local culture. (3) To integrate artistic aesthetic and design creation into school-based featured courses is conducive to build the foundation for the cultivation of cultural creative talents.
Appears in Collections:	[Department of Cultural & Creative Enterprise Management] Disserations and Theses(Cultural & Creative Enterprise Management)

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