An Action Research on Aesthetic Experience of Campus Space in Class 502 Students in Touwu Elementary School

• Main Authors: Meng–Huan Sie, 謝孟寰
• Other Authors: Chih–Cheng Lin
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/06475911197235521796

碩士 === 國立新竹教育大學 === 教育與學習科技學系教育行政碩士在職專班 === 104 === Aesthetic experiences need to be triggered or evoked from outside objects or events to have effects on students’ inner perceptions and awarenesses of their surroundings. Using the campus as a medium for students to actively engage in experiences to beautify the campus space improves students’ spatial perceptions, develops students’ aesthetic experiences, and further leads to the enhanced sense of belonging to school, which also breeds aesthetic. The research explored the changes of students’ spatial perceptions and aesthetic experiences after the aesthetic curriculum of campus space is implemented. An action research approach was applied to develop a 10 week aesthetic teaching program, a total of 22 teaching activities, in her work with the 26 students of class 502 of Tauwu Elementary School, Miaoli County. The research divided into two stages. Frist, the resercher collected and analyzed questionnaires of student aesthetic experiences of campus space, examined the teaching and learning observation records, teaching reflection notes, learning feedbacks and other documents to inquire into the students’ learning situations and changes of their spatial perceptions and aesthetic experiences after conducting the teaching activities. The research used 2E2C module of aesthetic curriculum of campus space , the researcher led students to explore the campus space, to cooperate with each other to create in the campus. In the teaching methods of Exploration, Experience, Creation and Cooperation, students learned more initiative and the learning effect was more better than traditional teaching methods. The principle conclusions are as follows: 1.The students’ perceptions of campus space and aesthetic experiences grew and increased. The students’ learning attitude changed from passive to positive. 2.The researcher developed a 2E2C module of aesthetic curriculum of campus space and grew professionally; the students deepened the sense of belonging to school. Finally, suggestions for future research were provided. For fellow teaching practitioners and school administrations, the result of this research is presented for reference purpose of the implementation of aesthetic curriculum in campus.