| Summary: | 碩士 === 台南應用科技大學 === 生活服務產業系生活應用科學碩士班 === 104 === This study aimed to understand the current situation and the dilemmas about life aesthetics education in Junior high school, try to present more efficacy teaching strategies. And then build life aesthetic education programs get involved in school and family life of Junior high school students, to understand the program''s feasibility. This study is an action research, choosing a rural Junior high school in Tainan as a research field and making a series of intervention programs. People participating including the managers and the decision makers of the school, the teachers, part of the students and the parents. The researcher forms partnerships with school teachers, along with the design of life aesthetics programs and to practice scheme.
This study is separated into three stages. The patterns of every stage are: (1)building the core issue of the life aesthetics; (2)entering the field; (3)collecting the information; (4)evaluating the demands; (5)developing the action program; (6)carrying out the program; (7)analyzing the data. Implementation steps are as follows: The first stage is to interview a focus group formed with 4 managers of the school, together to design and carry out the life aesthetics parental camp. The second stage including three procedures: (1)interviewing with 14 teachers individually; (2)observing three school activities (Teachers day, Students art, and Students let me show); (3)entering the teaching filed, including 2 art teachers 15 classes, 1 integrative teacher 19 classes, 1 social teacher 5 classes. In total, 39 classes of 4 teachers are observed. In addition, setting up a life aesthetics promoting group with 3 teachers among them. The group is in tend to plan and implement life aesthetics teaching programs on the day of school''s founding anniversary. The third stage integrates the experience, knowledge and ability obtained from two stages above. Design a life aesthetics family intervention program and solicit 2 families who participated in the life aesthetics parental camp, and observe their learning process and results.
The data collected in this study including interview transcripts, observation records of activities and classes, conference records, reviews of participants, learning sheets, questionnaires, etc. Will be performed thematic analysis. The result shows that the current status and obstacles of Junior high school life aesthetics education are: (1)teachers with no sense of aesthetics; (2)teachers wait for enlightenment; (3)life aesthetics education only depends on the teacher''s personal taste; (4)negligence of the parents because of the credentialism; (5)hardware environment is hard to break through.
Moreover, the action research successfully builds 3 life aesthetics action programs by means of a 3-stages cycle. The first is the life aesthetics parental camp. The second is life aesthetics activity in the school''s founding anniversary. The third is life aesthetics activities in family. According to the results of the programs, the effective tactics are proposed as follows:
1. Tactics of life aesthetics education''s implementation in school
i. Strategies to assimilate into teaching are:
(1)The most important goal is to arouse the consciousness of teaching.
(2)Guide by normal things in everyday life.
(3)Make good use of local specialties and materials in life as teaching materials.
(4)Make use of the authority of the teachers.
ii. Strategies to assimilate into activities are:
(1)Aesthetic design strategy: Experience design, contrast design. (2)Participation learning strategy: Full participation in the contest , full participation in the learning.
(3)Motivation strategy: Mystery, happy learning.
(4)Execution strategy: Diverse festivals, combine with community resources.
2. Tactics of life aesthetics education''s implementation in family
i. Strategies to arouse the parent''s life aesthetics consciousness are:
(1)Everyone can easily get started.
(2)It''s a kind of life attitude.
(3)Learning by doing.
ii. Strategies to make parents and children learning together are:
(1)Parent education.
(2)Consensus of the family members.
iii. Strategies which the learners are the core members are:
(1)The decision of the life aesthetics'' theme.
(2)Experience by themselves.
The result can be learned, all of the action programs built are feasible.
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