Volume 66 No.4（Special Issue ） - 2020-12-31

A Practical Study on Exploring the Learning Program of Inspiring Imagination Capacity to Promote the Development of Aesthetic Perception and Experience

Author：
Yuling Hsu / 許育齡
Keyword：
aesthetic perception, aesthetic experience, imaginative capacity, learning program / 美感知覺、美感經驗、想像力、學習方案
  • Summary
  • Chinese Summary
  • Reference
  • Scholarly references
This study aims to echo the aesthetic needs of college students who face the challenges of entering the risk society. Through teaching practices, combining with the action research method, this study proposed a learning program that drives students to release their imagination to nurture aesthetic perception and experience. This learning program was divided into four units, including “destruct and construct perception— use the gaps to stimulate imagination,” “release imagination— link existing experience to new knowledge,” “explore an experience— the starting point for change,” and “conceive creative mindset— construct individual learning way.” Each of the four units consists of three or four themes. Instructors can guide learners with this program; meanwhile, learners are be able to fathom the depth of their aesthetic exploration through the recurring cycle to initially experience “a complete aesthetic experience.” That is, activating the sense of aesthetic, contacting the classics to develop the imagination, exploring the experience to start change, and using miniature creation activities to find the language of creation and develop individualization. To summarize the results, the journey of practical aesthetic exploration has the potential to deepen intellectuality, heal sensibility, and develop individualization.
因應當代大學生面對風險社會挑戰的身心需求，本研究運用行動研究，經由 理論與實務交互淬鍊，開發以學習者為主體，可於教學現場實踐，能涵養個體美 感知覺與經驗的學習方案。此方案包含「知覺破與立—善用落差激發想像力」、 「釋放想像力—連結既有經驗與新知」、「探索一個經驗—開啟改變的起點」、 「涵養創造性心智—建構主體性學習」等四個主題單元，各單元由三到四個次主 題組成，並各具學習重點。教學者可參考此方案引導學習者;學習者則可透過四 個歷程的往復循環逐步深化，進而初步體驗「一個完整的美感經驗」，即活化美 感知覺、接觸經典開展想像力、探索經驗開啟改變及運用微型創作尋找自屬創作 語言，進而發展主體性。研究亦發現，鬆動僵固知覺探索美感的旅程具有深化知 性、涵容感性以及激發主體成長的潛力，值得持續深化理論建構，並於教學實踐 落實與開展。

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