國家教育研究院

　　臺灣自1990年至今，另類學校之發展其相關議題論述相當豐富。有別於主流、體制內學校教育，另類學校之課程實踐基於特定教育哲學或思潮，強調學習主體性、存有開展、美感經驗、教學的藝術性之自主與創新精神，深具課程美學之蘊涵。有鑑於國內現有另類教育之創設理念與實踐，以及課程美學之探究多來自西方理論傳統，本研究將以道禾實驗學校為研究對象，理解如何立足於文化主體性並以儒釋道家美學思想為理念之課程建構與實踐。本研究採取美學探究取向，透過參與觀察、文件分析、訪談、案例研究、諮議研討等方法，探究道禾實驗學校之課程美學。研究成果包括：理解道禾實驗學校課程圖像與實踐現況與問題；並從課程時序之美、環境美學、東方身體美學三個層面建構課程美學之蘊涵。期望透過上述成果，為當前在求績效與競爭力的工具理性主導的教育思維提供一條不同課程道路。

　　From 1990 till now on, alternative schools have been developed and drawn many related issues and concerns. Different from the main stream or institutional schooling, the curriculum implementation of alternative school, which lays on the specific education philosophy or ideals, particularly emphasizes the subjectivity of learners, the exploration of life being, the aesthetic experience and artistry of teaching. All the independent and innovative natures of curriculum have aesthetic concerns. However, the theories and praxis of alternative education and curriculum aesthetics mostly originate from the western theories. The study based on traditional Chinese culture of Taoism, Zen and Confucianism, explores the theory and praxis of curriculum aesthetics from the self subject being, consciousness awareness, the relation of teaching and art, and educational connoisseurship. The study aims to construct and praxis of curriculum aesthetics in Taiwan the Natural Way Children’s School. The research methods include literature review and document analysis in the major way and interview and observation. The results are to analyze the framework and practice of curriculum in the Natural Way Children’s School. Besides, the research also constructs the implications of aesthetics of curriculum from cultural time schedule, aesthetics of environment, and oriental somaesthetics. The contributions of this study includes: (1) to reflect the alternative possibility for school education from curriculum aesthetic, (2) to construct aesthetic discourse depending indigent experience, and (3) to develop curriculum aesthetic praxis in the field. These contributions will provide alternative approach to think schooling under the ideology of instrumental rationality.