(一)人文:生命美學的課程目標在於啟迪學生美的鑑賞與願意為善的藝術涵養。
(二)生命繪本是一個載體，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。
(1) Humanities: The goal of the life aesthetics course is to inspire students’ appreciation of beauty and artistic cultivation of willingness to do good.
(2) Life picture books are a carrier, adapted to local conditions. It carries the starting experience of the learner's life surroundings and growth experience, and also carries the author's own understanding of culture and life. The reader's judgment and choice will determine the degree to which picture books are used in thinking. Therefore, analysis itself does not have any individual significance in learning, but it can prepare children to advance in civilization; and in the aspect of constructing complex thinking, the in-depth exploration of picture books is actually full of extraordinary value at the forefront of cumulative cognition.
Under the stimulation of a large number of illustrations in picture books, it not only induces the most primitive human ability to recognize and read pictures, but also generates strong and powerful concrete image connections after transcending visual illusions, allowing us to sublimate our imagination into a dancing dance. Not only that, maybe we have forgotten that children’s abstract concepts and the excitement of understanding words are actually this short but beautiful fearless desire in the course of life.
Therefore, picture books are not just a course, but a medium that provides the energy of life care from the discussion of works; discovers the inner drive and self-learning context from the creative elements of different themes; and extends and connects creativity from the discussion of issues. Reflection on form and humanity; moreover, you can actually experience the creative process, through the transformation of poetry and the positive power, see the sublimation of people and groups, and the smile of life is calm and beautiful.
河合隼雄.松居直.劉田邦男 (2005)。《繪本之力》。 臺北：遠流。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。
Hayao Kawai, Nao Matsui, and Kunio Liu Tian (2005). "The Power of Picture Books". Taipei: Yuanliu. Hao Guangcai (2006). "What makes a good picture book good?" Taipei: Green.
Keiko Ochiai (2008). "100 Prescriptions for Happiness from the Picture Book House". Taipei: Yuanliu. Xie Yiling (2012). "Traveling with Children's Books". Taipei: Tianwei Culture.
Lin, M. Q. (2009). "What's So Great About Picture Books". Taipei: Tianwei Culture. Chen, Y. K. (2005). "The Originality of Taiwanese Picture Books". Taipei: Tianwei Culture. Wang Peijing (2006). "Children who grew up fed storybooks". Taipei: The Times.
Deng Meiyun. Zhou Shizong (2000). "Picture Book Creation DIY". Taipei: Lion Art.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 幸福繪本館實體介紹分享(圖+文) 幸福繪本館實體介紹分享(圖+文) Physical introduction and sharing of the Happy Picture Book Museum (pictures + text) |
20 | 需事先完成小組自主參訪學習計畫 |
| 平時出席作業要求平時出席作業要求 Regular attendance at homework requirements |
20 | 自主學習態度及課程作業分享 |
| 社區說故事+成果展演及參與社區說故事+成果展演及參與 Community storytelling + achievement presentation and participation |
30 | 小組分工合作創作一本繪本,由同學互相給予評選建議!經由與眾不同策展主題,展演形式及的觀點表現與論述。 |
| 期末繪本專題報告介紹期末繪本專題報告介紹 Introduction to the final report on picture books |
30 | 將本學期學習內容編纂成一篇具有感動人心的生命故事繪本報告 |
