| Summary: | 碩士 === 中華大學 === 科技管理學系 === 107 === For years the aesthetic education and literacy have been the major topics of the Ministry of Education, and the cultivation of literacy also relies on aesthetic education. The cultivation of aesthetic sense requires long-term infiltration. However, people in Taiwan pay more attention to the subjects of entrance examination than art education, which lower the focus on aesthetic education. Thus, the Ministry of Education initiated the first five-year plan of aesthetic education with visions in people’s esthetic conception raising, environment beautifying and society enhancing. Also, the government designated 2014 as the year of aesthetic education to teach our children being active learning in art, artistic knowledge and aesthetic literacy. There are many effective factors in promoting Aesthetic Education in school. However, most educators in school seldomly explore the cases in a global thinking perspective. Thus, I choose this topic to explore the relationships between causes and effects via system dynamics to find the factors in promoting Aesthetic Education in school with the process of setting up and operating the model. In this study, we analyzed in three aspects: the learning effects from students, the aesthetics appraisal of campus and the local levels of aesthetics education. We found nine factors in promoting aesthetic education in school: 1. Motivation of learning; 2. Study hours of teachers in aesthetic; 3. Number of Artistic humanities teachers; 4. Percentage of skill teaching; 5. Campus features planning; 6. Ranking of tidiness and discipline contests; 7. Participation of community beautification; 8. Art activities in community; 9. Frequency of community beautification advertising. Based on the policy intervention points of the nine driving factors, I hope that school will consult the nine factors when promoting the aesthetic education.
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