The Process of Integrating Creative Body Activities into Aesthetic Teaching in the New Curriculum Guidelines for Preschools

• Main Authors: LIU, SHAN-JIE, 劉繕緁
• Other Authors: CHEN, REN-FU
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/g5a9vc

碩士 === 國立屏東大學 === 幼兒教育學系碩士班 === 105 === The purpose of this research is to integrate creative body activities into preschool aesthetic curriculum. The participants of this qualitative research were 30 preschool children in a mixed-age group taught by the research. This 13-week curriculum employed four teaching themes. The primary goal is to explore using creative body activities in designing, planning, strategy applying and teacher-student mutual growth of aesthetic domain based on the new preschool curriculum guidelines. During the courses, the researcher evaluated and improved teaching process through classroom observation, self-criticism, children’s performance and peer discussion. The findings are listed below: I. Curriculum design and implementation: (1) Took the common matter in children’s life as the theme of body activities to arouse children’s imaginations. Focusing on children’s life experience, the study took the common human, matter and objects in children’s daily life as the themes for body imagination and creativity. (2) To explore and perceive the beauty of life and matter by taking acute five sense organs as elements of curriculum design. (3) To inspire children’s responses and participating interest by employing imaged or interactive creative body activities. II. Teachers’ growth: Teachers’ teaching processes regarding integrating creative body activities into the field of aesthetic perception, the capacity of curriculum design, the strategy application concerning creative body activities, the design planning regarding the integration curriculum of aesthetic perception field and the teaching innovation have been stimulated by self-criticism and self-examination after resolving difficulties and problems being countered in the research process, teachers constantly inspire their teaching strategies, create an open creation atmosphere to encourage and accept children’s special creation and expression. III. Children’s growth: Children’s three capacities regarding the field of aesthetic perception are all substantially improved and shown, including “exploration and awareness”, “expression and creation” and “response and appreciation”. They employed the awareness of five sense organs to explore and perceive things in life. The visual observation and appreciation supported by vision, the auditory feeling of sound and the tactile and gustatory experience all contribute to special creation based on the medium of body movement.