Teaching Case Studies On The Curriculum Design Of Life Education into Art and Humanity in Elementary schools

• Main Authors: Shing-i Shih, 施幸宜
• Other Authors: Youn-Jien Lin
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/ckuf89

碩士 === 國立屏東教育大學 === 視覺藝術學系 === 97 === Life education program is a highly independent discipline, as is arts and humanities study; its integrated courses should not be limited to one single teaching discipline only. Life education may be integrated in all teaching disciplines that primarily involve life experiences when the timing is right, such as natural science, language, health, and physical education. The author has discovered that the aesthetic experience derived from the exploration of life and creative expression of arts and humanity may produce resonance of life activities among the students in their general living environment, encouraging the students keen to live a more poetic life. This study explores into the result and meaning of the integration of life education into arts and humanities in elementary schools by literature study on life education program and the arts and humanities study at elementary level, case study on teaching, and analysis of teaching material. This study has three objectives: (1) explore into the literature focusing on the life education program and arts and humanities study at elementary level; (2) explore the practice of the integration of life education program into the arts and humanities study in elementary schools; and (3) explore the teaching material used to deliver life education. The author has selected some cases of the life education seed teachers of the Ministry of Education, and studied the cases of their practices of self-designed life education program into the realm of arts and humanities study. Three classes where the life education program is implemented are each selected from the lower, middle, and higher grades of an elementary school. The results of the implementation in these classes are further analyzed to discover the role and meaning of life education in the arts and humanities study in elementary schools. The results of the study and actual cases are: (1) Embedded learning and self-guided learning According to the literature study, life education theoretically consists of reception, practice, and affectivity in its context. Its theory is taught through the traditional placement method by way of knowing, practicing, and thinking. In the cases, students are given a chance of self-guided learning, and the method used is different from the theory; it emphasizes on exploration of life phenomena through practicing, followed by the internalization process for reception, and finally, the expression of affectivity, such as humanism. The pattern follows the order of practicing, knowing, and thinking. Films, movies, or drawings are used as teaching material to explore the meaning of life through an event or story, and the students undergo insight learning followed by actions in the pattern of thinking, knowing, and practicing. (2) Paradox between current doctrine and practical research The theory of life education as it is being taught emphasizes that both the teachers and the students must understand from within the meaning and value of life education, fulfill the meaning through external actions, and practice inside out and both philosophically and physically, so that life will be what it is meant to be. The cases adopt the pattern of practice outside-in because the beauty of life can not be acquired entirely through learning and teaching; only by way of observation and experience may the students profoundly comprehend and appreciate life. It is also the core context of the external doctrine development, and it is how life education may prevail in the new century. (3) Realization of life education discourse in practical teaching Theoretically the context of life education consists of four aspects: heaven, human, object, and self; it coincides with the three major subjects in life education programs: people and the nature, people and society, as well as people and oneself. Finally, the author recommends, based on the findings of this study, that the life education program should be randomly integrated in different disciplines to allow students to accumulate their resonance of life bit by bit through constant and repetitive experiencing and thinking, and one day they shall become a generation that can think, feel and create.