澳門幼兒園教師對推行美感教育的態度

美感教育是現今世界各地普及的一門課程,是培養幼兒審美能力和創造力的重要途徑。澳門鄰近地區中港台近年一直發展美育。中華人民共和國教育部從 2016 年起施行《幼兒園工作規程》,其中提及德智美體的原則應在教育活動的各個環節中。香港於 2006 年修訂了學前教育的課程指引,其中美感為發展目標之一。台灣教育部積極推動美育,從 2014 至 2023 年推動十年美育計劃。但是,同屬中國的澳門並沒有將美感發展定為幼兒發展目標之一。而且,澳門至今是沒有有關於美感教育的研究的。因此,為彌補研究的缺口,本研究首要旨在探討澳門幼兒園教師對推行美感教育的態度。透過對 10 位幼兒園教師的半結構性訪談,並以美國著名心理學家 Freedman,J. L.的態度理論深入了解他們對美感教育的認知。以及,透過台灣學者林玫君提出的完整美育流程「探索與覺察」「表現與創作」及「回應與賞析」來探討教師在實踐美育過程中所面對的挑戰,瞭解目前澳門的幼兒美感教育現況。
獲得研究結論如下:
1. 研究發現大部分受訪的幼兒園教師贊成澳門推行美感,但對自身實施美感教育表示尚不足以勝任。
2. 教師普遍對美感教育認知不足,而政府及所任教幼兒園沒有提供足夠支援與培訓。
3. 受訪教師的學歷背景
對美感教育知識的瞭解和教學經驗,對實踐美感教育時的態度有差異。
基於以上的結果,研究員發現了澳門目前美感教育出四個主要問題:
1. 澳門大專課程中沒有美感教育這一門課程,幼兒園教師的教育背景對缺乏對美感教育的認知。
2. 相關培訓課程缺乏,不能滿足教師對美感教育的認知需求。
3. 幼兒園美感教育實施的支持體系不充足,美感教育相關的專業人士仍然缺乏,未能滿足現時澳門幼兒美感教育發展的需要。
4. 部分幼兒園教師在個人專業發展上存在不足之處,使他們未能勝任目前的美感教育工作。
因此,研究員對在澳門幼兒園推行美感教育從幼兒園教師學校及政府三個層面提出建議,包括: 一. 對政府的建議:
1. 完善美感教育政策
2. 培養本地或招募專業人士
3. 增加培訓課程
二. 對學校的建議:
1. 建立適合幼兒的美的環境
2. 調整課程設計以加強美感教育
三. 對教師的建議:
1. 提升個人專業能力和實踐美感教育的經驗
2. 良好的溝通與團隊合作
3. 認識不同領域的美感交流
本研究透過分析得出可行的改善策略,為幫助澳門政府能進一步在政策的制定。同時為幫助學校能調整合適的美感教育課程。最後幫助教師確實理解和貫徹美感教育落實在教育實務現場
並在實踐美感教育中提升並裝備自身能力。
基於本研究對象是針對澳門的 10 位幼兒園教師,因此未能代表本澳所有幼兒園教師對推行美感教育的態度。研究員期許能為本澳推行幼兒美感教育的實務上,提升幼兒教師的自身能力。同時,期許澳門政府確立美感教育的重要性,並制定相關政策及調整課程框架,使美感教育在澳門幼兒園有效地實施。

Nowadays, aesthetic education is a popular subject worldwide and is an important way to develop aesthetic skills and creativity in young children. Macau's neighboring regions, namely mainland China, Hong Kong, and Taiwan have been developing aesthetic education in recent years. Since 2016, the Chinese Ministry of Education has emphasized that moral, intellectual, physical, and aesthetic should be in all aspects of educational activities. Hong Kong revised its curriculum guidelines for preschool education in 2006, with aesthetics as one of the developmental goals. Taiwan's Ministry of Education actively promotes aesthetic education, promoting a ten-year plan for aesthetic education from 2014 to 2023. In contrast, Macau, being an Administrative Region of the People’s Republic of China, is not only missing aesthetic development as one of its early childhood development goals but also lacking intensive research on aesthetic education to date. Therefore, this study aims to explore kindergarten teachers' attitudes towards implementing aesthetic education in Macau.
The attitude theory of Freedman,J. L. a famous American psychologist, was used to gain insight of the kindergarten teachers’ perceptions on aesthetic education and how they practice aesthetic education in teaching. Together with the Taiwanese scholar Lin Meijun’s idea of aesthetic education can enable the learners to accomplish "exploration and awareness, expression and creation, and response and appreciation" as the educational goals to explore the challenges that the teachers has faced in teaching. As such, this study may provide a better understand of the current status about the aesthetic education in Macau early childhood education context.

The following study findings were obtained
1. The study found that most Kindergarten teachers surveyed are in favour of implementing aesthetics in Macau but indicate not enough capicity toward their implementation of aesthetic education.
2. Teachers generally lack knowledge of aesthetic education. However, the government agency and the kindergarten institutions they teach in do not provide adequate support and training.
3. Within the group of interviewed teachers, there is a noticeable disparity between their educational backgrounds, teaching experience, knowledge of aesthetic education, and attitudes toward practising aesthetic education.

Based on the above results, the researcher identified four significant problems with the current aesthetic education in Macau:
1. Courses relating to aesthetic education is absent in Macau's junior college curriculum, resulting in kindergarten teachers are lack of aesthetic education knowledge in their educational background.
2. The lack of relevant training courses does not meet the needs of teachers' perceptions of aesthetic education.
3. The support system for the implementation of aesthetic education in kindergartens is inadequate; there is a shortage of aesthetic education professionals, hindering the development of aesthetic education for young children in Macau.
4. Some kindergarten teachers had deficiencies in their personal, professional development that prevented them from being competent in their current role in aesthetic education.
Therefore, the researcher makes recommendations on the implementation of aesthetic education in Macau kindergartens at three levels: kindergarten teachers, schools, and the government, including:
I. Recommendations to the Government:
1. Improve aesthetic education policies;
2. Cultivate local or recruit professionals;
3. Increase training courses;
II. Recommendations to the schools:
1. Establish an environment suitable for young children aesthetic education;
2. Adjust the curriculum design to strengthen aesthetic education;
III. Recommendations for teachers:
1. Enhance individual professional competence and experience in practising aesthetic education;
2. Good communication and teamwork;
3. Recognize different fields of aesthetic education.
Through the analysis, feasible improvement strategies were identified, recommendations for the Macau government for further policy development were made. Also, made recommendations to schools to help them adjust their aesthetic education programs. Lastly, offer practical advice to teachers to help them understand and implement aesthetic education in educational practice and improve and equip themselves in aesthetic education.
This study was mainly a qualitative study with 10 interviews, which did not represent the attitudes of all kindergarten teachers in Macau as a whole towards the implementation of aesthetic education. The researcher expects that the implementation of aesthetic education for young children in Macau will enhance the capacity of early childhood teachers to adopt appropriate teaching methods. At the same time, the Macau government should also focus on implementing aesthetic education and establish the importance of aesthetic education. In addition, the Macau government should formulate relevant policies and adjust the curriculum framework so that kindergarten teachers can effectively implement aesthetic education at the frontline.