以資源基礎探究國小校園藝文展場之管理

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Title:	以資源基礎探究國小校園藝文展場之管理
Other Titles:	A resource based understauding in campus art space mangement-A case of poimary schools
Authors:	楊麗雅 Yang, Li-ya
Contributors:	美學與視覺藝術學系碩士班謝榮峰 Jung-feng Hsieh
Keywords:	資源基礎理論;學生美術館;校園展場 student museum of art;campus exhibition;resource-based theory
Date:	2010
Issue Date:	2015-03-12 16:18:47 (UTC+8)
Abstract:	民國九十五年文建會計畫以四年時間推動台灣生活美學運動。其中「提升民眾美學素養」內容之一為「學生美術館計畫」，提供全國國中小學提出申請學生美術館的計畫。國內有不少重視藝術教育學習的學校，或參與藝術與人文深耕深耕計畫；以及因少子化產生校園閒置空間，欲活化閒置空間的學校，藉此計劃陸續在校園設置學生美術館、校園展場。校園展場發揮展覽教育、鑑賞教育功能、培養學生參與作品展覽活動的能力。　　　本研究從學生美術館申請計畫、社區藝術教育資源、藝術教育理論、資源基礎理論作為文獻分析；採取質性研究，以深度訪談的方法，探討國小學校學生美術館設置及經營展場的資源，學校因應校內各項資源的採取對應措施之相關研究。　　　本研究以資源基礎理論，分析個案學校經營校園展場的資源基礎，了解其校園展場的核心資源。本研究之實証研究步驟如下：(一)建立樣本學校：從校園設置展場之後，仍在每學期持續有展覽活動的學校為研究樣本。(二)設計訪談大綱進行深度訪談及實地觀察。(三)根據訪談內容分析整理歸納個案校園展場的資源基礎以及核心資源基礎。　　　研究結果獲致以下幾點結論：(一)個案設置校園展場的經營資源包括了資產與專長能力兩大類，個案能善加利用屬於自己學校的核心資源，使其成功的發揮校園展場的功能；以及尋找策略，補強不足的經營資源。(二)校園展場設置的經營受到核心資源的影響。(三)個案校園展場設置，因所擁有之核心資源不同而有所差異，對校園展場經營與永續經營中所扮演的角色與重要性亦不同。(四)教育是百年樹人的使命，學校都有屬於自己設置展場的核心資源，能充分掌握，經營並非難事。每個學校都能為學生藝術教育深耕設置常態性經營的展場。　　　最後依據研究結論，研究者分別提出之建議(一)國小學校的成員提出：建立管理模式、善用社區資原源、形塑學習型組織文化、建立校群策略聯盟等四點建議。(二)政府單位：政策的推行應給予持續性的關注；未來閒置空間增多，能結合社區資源，建立「一校一館」，推動校園藝術。(三)對後續研究者的建議：多層面探討學校組織文化，擴大樣本，輔以量化研究，印證本研究所得之經營展場核心資源類項。　　The Council of Cultural Affairs started to promote the four-year Taiwan Aesthetic Movement in 2006. Student art museum program is a part of Enhancing Aesthetics and Literacy Initiative that targets at domestic junior high schools and elementary schools. While some schools chose to focus on art and humanity curricula, others chose to utilize inactive campus space for exhibition purpose in facing the decreasing student enrollment. 　　　The study adopts a qualitative research to explore the establishment of the campus exhibit space and the resources for such operation in the elementary schools. The literature review includes campus art space, community art education, art education and resource-based theory. The most important purpose of the study is to examine resources used in such development. Data is primarily collected through in-depth interview. The research procedures are as follows:1.Sampling: A sampling criterion is based on the schools which continuously held exhibition activities in each semester after the establishment of campus art exhibition space. 2.Interviews: Design of interview outline and proceed with in-depth interviewing and field observation from case to case.3.Data Analysis: Develop analyses for the resources in campus exhibition space programs case-wise and across cases. 　　　The results of the study are as the followings:1.The operational resources of the schools which set up campus exhibit spaces included two categories: asset and expertise capacity. Those schools which employed their own core resources developed the function of the campus exhibition successfully, and utilized the strategies to strengthen their inadequate operation resources.2.The operation of campus exhibition space is affected by core resources.3.The establishment of the campus exhibition space owed to different core resources which in turn reflected on different dimensions of operation.4.There is heterogeneity in core resources among the research samples. Every school should discover its own distinctive resources for such development.
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