尋找繪本的溫度，竟是無畏深沉的想望。
繪本是一個載體，因地而制宜。承載學習者生活週遭、成長經歷的起始經驗，也承載著一個創作者本身文化與生命的體悟，讀者的判斷與選擇將左右繪本使用於思維中的高度。所以解析本身在學習是不具任何個別意義，但是卻能為引領孩子前進文明來預做準備;而在建構複雜思維的面向中,繪本的深入探究,竟也充滿累積認知前端的非凡價值。
在繪本大量圖說的刺激之下，除了誘發人類最原始的識圖、讀圖能力同時，跳越過視覺的假象後,產生強而有力的具體圖像連結，使我們能夠昇華想像為躍動的舞蹈。不僅如此,也許我們忘了孩子們抽象化的概念及認識文字的感動,竟是這個在生命歷程中短暫卻美麗的無畏想望。
所以,繪本並不只是一個課程,而是作為媒介，從作品討論中提供生命關照的能量;從不同題材的創作元素中發現內在驅力與自我學習的脈絡;從議題的論述裡,延伸連結創意形式與人文的省思;更能從實際體驗創作的過程中,透過詩意的轉化與正面的力量,看見人與群體昇華的感動,生命微笑靜定而美好。
有別於傳統的課程期末考試報告，本課程成果發表為社區共作微型成果展，除配合服務學習計畫成果，更藉此修復社會人與人的關係,更期望所有夥伴與師生協力展演下,提攜社區共榮的幸福理想。
When looking for the temperature of the book, I was afraid of deep thoughts.
The sketch is a load, adapted to the local area. The beginning experience of the learner's life experience and growth experience, and also the creator's own cultural and life understanding. The readers' judgment and choice use left and right scrolls in the height of thinking. Therefore, the analysis itself does not have any meaning in learning, but it can prepare for guiding children to advance civilization; and in the context of complex thinking, the in-depth exploration of the book is also full of the extraordinary value of cumulative understanding of the front-end.
Under the stimulation of the large number of pictures in this book, in addition to inspiring the most original identifiable and reading ability of humans, they jumped through the illusion of vision, and produced strong and powerful specific image links, allowing us to successfully imagine dances that are imaginable. Not only that, maybe we forget the children's abstract concepts and the feeling of understanding words, which is actually this short and beautiful fearless desire in the course of life.
Therefore, the picture is not just a course, but as a medium, providing the energy of life-reflection from the discussion of the work; discovering the internal connection between driving force and self-learning from the creative elements of different topics; extending the linking creativity from the discussion of the topic The reflection of form and humanistic; it can better see the emotion of people and groups through the transformation of poetry and positive power in the process of creation, and the smile of life is calm and beautiful.
There is a traditional course final exam report. The results of this course are presented as a micro-achievement exhibition in the community. In addition to cooperating with the planning results, it also uses this to revise the relationship between social people and people. It is also expected that all partners and students will perform together. Next, improve the happiness ideal of community sharing.
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郝廣才(2006)。《好繪本如何好》。 臺北：格林。
落合惠子(2008)。《繪本屋的100個幸福處方》。 臺北：遠流。
謝依伶(2012)。《帶著童書去旅行》。 臺北：天衛文化。
林美琴(2009)。《繪本有什麼了不起》。 臺北：天衛文化。
陳玉金(2005)。《台灣繪本原創力》。 臺北：天衛文化。
汪培珽(2006)。《餵故事書長大的孩子》。 臺北：時報。
鄧美雲.周世宗(2000)。《繪本創作DIY》。 臺北：雄獅美術。
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Luo He Huizi (2008). "100 Happy Prescriptions in the Home". Taipei: Far.
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Wang Pei-chong (2006). "The Growing Children in Story Book". Taipei: Time report.
Dun Meiyun. Zhou Shizong (2000). "Creation of DIY in the Painted Book". Taipei: Lion Art.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 幸福繪本館˙自主參訪計畫與發表幸福繪本館˙自主參訪計畫與發表 Happy Painting Library ˙Independent Visit Plans and Posts |
30 | 小組選一繪本館(繪本書坊)參訪,並完成(圖+文+影)分享文 |
| 課程出席與參與課程出席與參與 Course attendance and participation |
30 | 平時參與及課堂發表表現 |
| 社區成果發表社區成果發表 Community results are published |
40 | 經由與眾不同策展主題,展演形式及的觀點表現與論述。 |
