| 摘要: | 通識教育的目標在於實踐全人教育的理想，以人文、社會、自然三大知識領域統整，促使學生獲得具有知性、感性、德性之完整人格。然而，「美感教育」的內涵與通識教育相同，具統整的特徵，但以培養美的體驗能力為目標，由於教學策略援引藝術教育的方法，形式更具體、豐富、多元，因此通識教育遂能藉由美感教育的教學策略，達到「完整人格」的陶冶。以個人開授的「中國藝術與美感」通識課程為例，藉由美感教育的理念，設計「植物生長觀察」作業，在形式上要求學生以藝術作品的創作方式呈現，在內容上學生所獲得的素養與能力可分六類，分別為生命關懷、人格與情緒培養、社會關懷、自然與環境關懷、文學創作能力、藝術創作能力等，藉以培養具有知性、感性、德性之完整人格。
The aim of the general education is to realize the ideal of holistic education. It integrates the fields of humanity, sociology, and natural science to help students establish a complete character with sound intellect, feelings, and morality. Aesthetic education, however, follows similar route of integration and aim while focusing more on cultivating the ability to appreciate beauty. With the introduction of methodology of artistic education, the teaching tactics become more concrete, rich, and diversified. Hence, general education can achieve the establishment of “complete character” when integrated with aesthetic education. This paper will take the class “Chinese Art and Aesthetics” as example to describe the practical application of aesthetic education. The homework, “Observation of the Growth of Plants,” for example, is designed according to the ideal of aesthetic education. It aims to cultivate six different categories of knowledge in students: care of life, cultivation of personality and emotions, care of society, care of natural environment, ability of literary creation, and ability of artistic creation. These practices and homework are designed with an aim to cultivate complete character with intellect, feelings, and morality. |
