國家教育研究院

　　「課程」和「美學」的邂逅，可以為臺灣目前的課程發展注入更多的能量與想像空間，甚而引領出更多學校教育變革的可能性。本計畫以日照國小藝術與人文學習領域課程的美學探究與轉化實踐為焦點，除了包含著對其過去歷史及現況發展的理解外，也包含著對未來可能行動的想像。為達此目的，本研究透過「訪談」與「參與觀察」的方式進行實徵資料的收集，另一方面並以Gilles Deleuze的藝術觀點進行分析。研究結果之重點如下：（1）日照國小藝術教學，主要是圍繞著「故事」、「手做」與「鑑賞」等做為發展主軸；（2）日照國小藝術課程特質，兼具鼓勵、互助與批判及創新的多向度思維與實踐；（3）日照國小的藝術課程發展重心，未來擺在呈現整體特色，整合美感，並使孩子們更喜愛創作。日照國小的藝術課程，透過教師深層注視課程與教學本身，對它發出各式各樣的探詢與行動，從而讓師生產生置身性的關連；課程美感自在其中。

　　It will promote energy and imaginary spaces in curriculum development in Taiwan, and lead out more possibility of change of schooling. This research focus is on the aesthetic inquiry and transformation praxis in Art and Humanist Learning Area Curriculum of Sunshine school. The range of aesthetic inquiry and transformation praxis is to review of its past history and current status of development. It also includes the possibility of actions for imagination in the future. For this purpose, this research uses the ways of the “interview“ and “participant observation“ to get empirical data collection. Besides, the research is further using the concept of Gilles Deleuze’s(1925-1995) art theory to analyze. Key findings are as follows: (1)The Sunshine School is a school which is full of art and humanist of learning atmosphere, the school‘s teacher teachs mainly around the three dimensions: “story“, “hand-made“ and “appreciation“; (2)curriculum qualities of Arts and Humanities Learning Area in Sunshine School is a both contain encouragement, solidarity and critique and innovative multi-dimension of thinking and practice; (3)the future direction of change in Sunshine School is how to put a more holistic and effective presentation of the characteristics, so that children can be more likely to create.