STEAM體現於工藝教育

Abstract

STEAM概念經常運用在科學、科技、工程等學科領域，但在傳統工藝教育與設計領域課程教學鮮少提及與應用。本研究以陶瓷傳統技藝之「茶席創作」茶器皿設計製作，及美術工藝專業實習「特色伴手禮茶器具設計」課程單元，以新北市立鶯歌高級工商職業學校為例，應用描述－詮釋研究法（descriptive-interpretive research method）分析工藝教育的STEAM應用，設計發展STEAM每個領域學科的專業知能評量，與學生最後完成作品之實作技能表現，完整運用到傳統工藝教育與設計領域之教學模式，以培育設計群科學生均能具備十二年國民基本教育之「核心素養」。本研究發現在STEAM導入陶瓷技藝與美術工藝專業知能評量，整體評量的Cronbach's α值為0.704，而評量表現皆以「藝術」領域之專業知能平均表現最好。

The STEAM concept is often applied in teaching design in science, technology, engineering, etc., and rarely mentioned and applied in the teaching of traditional craft education and design. This research studies on the traditional ceramic art, ＂tea mat creation＂ - tea utensil design and production, and ＂featured handicraft tea appliance design＂ - the course unite of arts and crafts professional practice. Taking the New Taipei Municipal Yingge Vocational High School as an example, the ＂descriptive-interpretive research method＂ analyzes the application of STEAM in craft education, designs and develops the professional knowledge assessments in each field of STEAM, and implements the students' skills to complete the final work, which is fully applied teaching model into traditional craft education and design in order to cultivate the design group students to have the ＂core competencies＂ of 12-year Basic Education. This study found that the performance of introducing STEAM to the ceramic technology and arts and crafts professional reached Cronbach's α value 0.704 in overall assessments. Among them, the professional knowledge in the field of ＂art＂ performed the best on average.