九年一貫課程「將傳統學科統整為七大學習領域」，在知識結構方面的改變，對教師的影響甚大；其中，尤以「綜合活動學習領域」的實施，最令基層教師感到困擾。研究者多年來擔任師資培育中心的教學研究發現，現行九年一貫課程「綜合活動學習領域」的實施，存在著許多問題。綜合課程強調「統整課程」及「合科教學」的部分，期能透過「綜合活動學習領域」的設置及活動過程的體驗與反思，將傳統的分科課程，統整為相互關聯的領域，並且落實學生生活能力的陶養。其若以「美學/哲學的課程取向」論述，教師可依循課程綱要，自主的規劃教學活動，學校也可採取彈性課程的方式，由生活經驗出發，讓學童探索真實生活中的經驗，學習對事物做深入的體驗、判斷與理解意義；因此，如何促使「生活中美感」與「體驗活動」產生聯結，落實學童生活能力的陶養，便成為「綜合活動課程實踐」的關鍵因素。 本文採用敘事分析的探究途徑，針對國小「綜合活動學習領域」教師的教學實踐敘事，進行「教師自我歸因」的敘事意義創塑，強調「閱讀文本、分享對話、游移遊戲」半結構式的課程設計，一種閱讀詮釋、對話視域與遊戲體驗的課程美學探究。本研究發現： 1、透過「教師敘事－自我歸因」的概念範疇，論述「綜合活動學習領域」課程美學之可能實踐途徑；包含：省思跨領域綜合課程的交互作用；充實學生生活使其發展完美人性；閱讀、對話與分享意念的課程實踐；課程中的主體性與情境詮釋以及一種「詮釋性反省的手法」：教師藉以覺察「師生從學習經驗中協商出的意義」，進而重新審視課程中「教育經驗的內涵及意圖」，「敘事」得以「喚醒了課程主體」，一種生命歷程、多元情境脈絡的建構過程、衝擊與協商。 2、透過「課程實踐－教學敘事」的案例分析，探究「觀看/閱讀生活世界」課程美學之可能實踐途徑；包含：協商的、批判性的、互為文本的解讀；師生互為「觀看、傾聽、感覺和感動」；「體驗作為一種學習方式」的課程實施；「故事作為一種學習方式」的課程實施；「想像文本作為一種學習方式」的課程實施以及「詩性智慧作為一種學習方式」的課程實施：綜合活動課程藉以創造出一個「詩性的經驗、感性的融合」，使其經營出一種對話遊戲中的新經驗，由詩、遊戲、美感經驗所構成的學習課程；在學習過程中，師生得以審視「由故事、創造組成，觸及學習者感覺、同情與想像力思維、詩性的體驗和實踐的智慧」。 3、透過「課程美學－詮釋批判」的概念範疇，探究「師生交感於美學視野」的互動過程之可能途徑；包含：詩性的、經驗內容的自我體驗和表白；在意義流動開展中解構自己的課程世界；情境互動、解構文本、賞析與視野融合；一種神話、故事、夢想與想像課程意圖；教育如何促使人們發展自己的知覺力量；如何促使人們發展美好生活的課程實踐：教師藉以審視或覺察「他們處於不斷的變化之中」，一種「主動的學習歷程，一種整體的生命經驗」，而且透過「課程的動態觀點」，所有的課程設計，都可以是一種思維過程的課程經驗，一種美好生活的「覺醒和意識」的模式。 4、透過「課程敘事－語言流動」的分析架構，探究「生活中美感」與「體驗活動」產生聯結之途徑；包含：語言的可能性與「觀看途徑」的運作；「以學生為主體」真實生活世界的知識實踐；能將「生活世界」真實存在的主題加以關連；對話提供未完成性的關連與希望的存有覺察；教育情境的動態發展，人與豐富情境的「邂逅」：教師藉以重新審視過程中「課程片段、組成部分的反思與回饋」，一種「人與情境多樣性的檢視」，透過「自由的實踐」，質疑一切看似靜態與不易變更之社會事實，一種互動不斷演化出渾沌的、眾多不同模式的課程實踐。 / Integrating the traditional disciplines into seven main learning areas according to Grade 1-9 Curriculum has imposed great impact on both knowledge structures and the instructors; especially the practice of Integrative Activities Learning really troubles the grass-roots teachers. Base on years of experience as an instructor in Teacher Education Center, I’ve found that the current implementation of Integrative Activities Learning is not easy to be executed in reality. The purpose of Integrative Activities Learning is to emphasize on integrated curriculum and all teaching aspect, and through the participation in the planned activities, students are in the mean time trained to have good life skills. When focusing on Aesthetics/Philosophy Course Orientation, not only the teachers can follow the curriculum guidelines to set the pace of the appropriate teaching plans, the schools can also adopt flexible curriculum; this will be a good way to guide the students in learning, exploring and experiencing daily events. Moreover, through the practice of Integrative Activities, students can learn to link their daily experiences with beauty of life, thus, they’re trained to own life skills. This abstract uses narrative analysis as the mean to proceed the evaluation on the effectiveness of practicing Integrative Activities Learning in elementary schools. To study the result of stressing on story reading, dialogue sharing and doing waver game – a curriculum for attaining story understanding, dialogue forming and gaming experience. This research found the following points. 1.Through the concept of narrative analysis and self-attribution to realize the possible ways of implementing Integrative Activities Learning in elementary schools. Teachers can guide students to learn to appreciate beauty and moral values in the process of reading, sharing dialogues and thoughts with others and further more, developing good life skills. 2.Through the concept of curriculum practice and teaching narrative to find the possible ways of practicing aesthetics curriculum in schools. Teachers can interact with students by sharing with one another about what their thoughts are in watching, listening and feeling from doing group activities. Through experimenting, reading and imagination brainstorming, Integrative Activities Learning can be a great tool to create a fun and productive learning experience for both teachers and students. 3.Through the concept of curriculum aesthetics and interpretation of critical to determine the possible ways of teacher/student interaction on beauty. Teachers and students can interact through studying myths, stories and dreams; by taking the initiative to learn and share inner thoughts with others, students can cultivate an overall life experience and gain the awakening and awareness through calculated curriculum learning. 4.Through the concept of curriculum narrative and language flow to find the connection between beauty of life and experience activities. Teachers can show the students the possibilities of languages usages, discuss the life themes of this living world with students and help them to examine, question and clarify the seems unchanged social facts and find the core value of their own through participating in the course.

教育學傳記研究乃是19世紀初期發跡於德國教育學的新興派典。2001年，在臺灣教育學傳記研究學者的專業旨趣下，於政治大學的教育學院中以一門研究所層級的課程型態現身。研究者在修習該課堂的學習歷程中，開展出不同視域的世界觀，發生內在思想及學習樣態的轉變，原生命存有的傷痛經驗也逐漸舒緩治癒。同時，在修習課堂滿兩年，體察到課堂群體他者亦產生相似的學習轉變歷程，生發過往受教經驗中不曾有過的「美」之體驗。作為中等教育的師資培育生，基於對現今教育現況「苦難」的體悟，進而欲探究教育學傳記研究課堂的美學價值，它對師資培育歷程將存在何種教育意涵與啟示。 本研究以政治大學教育學院於2014年開設的「教育學傳記研究」課堂作為美學文本，採美學探究取向進行實徵性的研究。透過爬梳教育學傳記研究領域在德國的發展，及其蘊涵的學理內涵，以勾勒其美學的價值，並解讀與詮釋課堂中三位學習者學習體驗的口述經驗資料，最後綜合美學論述觀點以及學習者於教育學傳記研究課室中的互動經驗，探討該課程在臺灣高等學府脈絡下呈顯「悟」、「變」、「識」的美學樣貌;同時揭露傳記性經驗陶養的知識觀、以「生命的理解」作為教育行動的基礎、對人性關懷的教育行動三面向的教育意涵。整體而言，教育學傳記研究課堂的存在正朝向還原長久以來在「人力資源」論述中人被異化的教育本質，企圖孕育一種能變革社會的深化動能，在陶養的循環歷程中開顯出「人性關懷」的教育使命。 / Pedagogical Biography Study has become a research paradigm for educational studies in Germany since the 19th century. Its values, principles and significance were put into practice as a graduate-level course in National Chengchi University in Taipei, Taiwan in 2001. The author, who also participated in this academic journey, has developed a different perspective of viewing the world throughout the learning process. The course has contributed to a changed outlook on life for me, including the change of learning attitude and the consolation for the loss of my cousin. Most importantly, with the two-year-long participation in the course, it became self-evident that I share similar transitional experiences with my classmates, which brought about an unprecedented aesthetic experience. As a student in junior high school teacher education, I am well aware that the current situation of education in Taiwan is “suffering.” Therefore, I attempted to inquire the aesthetic value of the “Pedagogical Biography Study” course and explore its pedagogical implications in teacher education. This research is conducted based on an aesthetic inquiry into the “Pedagogical Biography Study” course, which was offered in Fall, 2014. Individual oral narratives as well as the conversation among class members were treated as aesthetic texts. Through the analysis of the documents concerning the development and implications of Pedagogical Biography Study in Germany, this research constructed its aesthetic significance. Besides, I analyzed and interpreted three class members’ narratives of their learning process throughout the semester. At the end, I integrated the aesthetic discourse and the learners’ interactional experience to discuss three kinds of aesthetic conceptions, Awareness, Change and Consciousness. Furthermore, three elements of pedagogical implication were found: 1) the conception of knowledge constructed by biographical experiences, 2) an educational practice agency of understanding the life and 3) taking educational practice with the concern for humanity. In conclusion, this research unraveled the existence of the Pedagogical Biography Study course in the university and discovered the possibility of restoring the essence of education which has long been ignored in the social discourse of “human resources.” It attempted to provoke social transformation and to launch the educational mission of raising the concern for humanity in the Bildung process.