從社區文化發展美感教育課程，以南投某國中為例

在全球化與現代生活的影響下，國中學生對生活美感體驗不足而缺少文化認同，透過社區文化培養公民美感素養成為刻不容緩的議題。本研究目的是規劃社區文化美感教育課程，並探討學生對於社區美感認同的表現。
經過文獻閱讀了解美感教育的內涵、台灣美感教育實施概況及社區文化的藝術教育，以南投縣某國中七年級一個班級為研究對象採取行動研究法規劃課程並進行教學研究，經歷前導教學研究後再進入正式教學研究，透過循環省思審視此課程。
　　研究獲得以下結論：1.社區文化美感教育以生活中的形式美為題材，注重理性思考與手藝的養成，依照觀察描述、美感試驗、案例欣賞、分析應用的教學步驟實施；2.以社區文化發展美感教育課程能增加學生與生活的連結，建立認同情感進而內化成美感素養。
　　最後，提出以下建議：1.社區文化美感教育課程應分化不同學習程度並簡化美感構面教學；2.社區文化美感教育需長時間累積，適合規劃螺旋式課程，逐步實踐生活；3.需要培育藝術教師、各科教師及行政人員具備美感教育知能，讓校園落實從教學到環境的美育。

Under the influences of globalization and modern life, the students in junior high schools lack sensing capability of aesthetics in life, as well as the cultural identity. Therefore, cultivating the aesthetic quality of citizen through the community culture has become an urgent matter. The purpose of this study is to propose an aesthetic education course that incorporates community culture and to explore the performance of students' recognition of community aesthetics in their learning process.
Through reviewing the literatures, this study understands the connotation of aesthetic education, the implementation status of aesthetic education in Taiwan, and the art education of community culture. This study uses a 7th grade class of a junior high school in Nantou County as the research object, adopting the action research method to plan the courses and conduct teaching research. Perform formal teaching after the pilot teaching is completed, and review the courses through reflection cycle method.
This study has the following conclusions: 1) Aesthetic education shall use the beauty of form in life as themes, focusing on rational thinking and the development of techniques. 2) The development of aesthetic education courses using community culture can increase the connection between students and their lives, as well as establishing affective sentiments and internalizing it into aesthetic literacy.

Lastly, this study would propose the followings: 1) The aesthetic education courses should be divided into different levels of learning, and the teaching of aesthetic aspects should be simplified. 2) Aesthetic education needs a long period of time to accumulate, so planning of spiral curriculum is more suitable, so as to gradually improve the quality of life. 3) It is necessary to cultivate the aesthetic competence of art teachers, teachers of various subjects, and the administration staffs in school so that the aesthetic education can be implemented in the campus from the teaching to the environment.