摘要
社區本位藝術教育融入幼兒美感經驗之行動研究
─以八里廖添丁廟為例
本研究採「教師即為研究者」的行動研究的方式，探討以社區本位的觀點融入美感教學課程的實施歷程，針對幼兒園三十名混齡的學生進行教學研究，透過行動研究的教學、省思、修正的循環歷程，來達到社區本位觀點融入幼兒藝術教育之教學，以增加孩子對自己生長的社區的認識，進而關懷及熱愛他們所生長社區文化。依據研究目的所得的結論如下：
一、 以社區本位觀點為起點，不著重於外觀形式，進而延伸至文化的精神面。
以幼兒所孰悉的社區中生活經驗，社區本位觀點中的文化精神為美感教學的起點，教學內容不只侷限在廖添丁廟的建築外觀或宗教信仰及宗教形式，更希望提高到精神層面，引導幼兒探討廖添丁助人為善的精神，更是現在冷漠的社會所缺乏的，希望能幫孩子心田種下這小小的種子，不因課程的結束而停止，讓這份助人為善的信念，能夠延續到未來，落實於日常生活中。
二、 透過幼兒各種感官體驗，透過藝術媒介將幼兒經驗再現。
透過戲劇扮演、視覺藝術及聽覺藝術的媒介，再現幼兒對於自己居住的社區文化的體認，學習的場域從學校到社區再轉化回到教室的場景，孩子從參觀的他者，進而將廖添丁廟搬進教室變成學習的主角，進行一場美感經驗，從教學中培養幼兒「探索與覺察」、「表現與創作」、「回應與賞析」領域能力。
三、 提供充裕時間及豐富的環境及多元媒材，以利於幼兒進行美感課程學習。
美感課程應採取統整且不分科的原則，提供充裕的時間以及豐富的環境、多元的媒材，鼓勵與引導幼兒主動玩索，接納幼兒獨創的想法與創作，拓展他們的美感體驗，進而形成其美感經驗。
最後，依據研究結果，針對教師教學設計、教學實施及未來研究方向三方面提出建議。

關鍵字：社區本位藝術教育、幼兒美感經驗、行動研究

Abstract
Action research of Community-based art education with children aesthetics experiences
- An example of Liao Tan Ding temple
This research adopt action investigation of“teacher is researcher“ to study implement progress of aesthetic feeling by integrating community based viewpoint. Thirty school children with different age were chosen to be research targets. Teaching of children art with community based viewpoint is carried out by cycling process of teaching, reflection and modification of action investigation. Understanding of community which they were born is enhanced; then concern and passion for their own community is enhanced as well. Following are conclusions which made by present research:
1. Course begin with community based viewpoint
Aesthetic feeling teaching begin with culture spirit of community based viewpoint. Content of teaching is not limit to what they see but to spirit level, leading children to understand the content of culture spirit and fulfil the spirit.
2. Course emphasis on reconstruction of children aesthetic feeling
Reproducing realization of community culture for children through art. Learning spot starts from school and community, then back to school. Role of children changes from visiting individual to leading role of learning to obtain an aesthetic feeling experience. 「explore and consciousness」, 「perform and innovation」、「reflection and admiration」 of children are found through present research.
3. Course is an extension of learning
Aesthetic course should follow the rule of integration; provide enough course time, plentiful environment and various media. Extension of children’s aesthetic feeling experience by encouraging and leading them to play, acceptation of children’s unique thought and innovation.
At last, suggestions are proposed based on research conclusions in three aspects which are teacher teaching design, teaching implementation and future work.

Keywords: Community-based Art Curriculum、Children Aesthetics experiences、Action research

附錄一 教學活動設計(實際進行) 128
附錄二 學生學習單 132
附錄三 棒棒偶故事接龍劇本 123
附錄四 學生學習單 135
附錄五 學生學習單 136
附錄六 學生學習單 137