東華大學硬筆字教學 融貫全人教育之精神 Integration of Holistic Education and Handwriting Program at Dong Hwa University

東華大學硬筆書法課程 融貫全人教育之精神

On the Integration of Holistic Education and Handwriting Program at Dong Hwa University 

國立東華大學教學卓越中心辦理學生自主學習社群計畫，讓學生在正式課程外，能有更多元、彈性學習途徑與實踐管道。〈硬筆書法潛能開發課程〉由特殊教育系黃宥甄、李珈璟與李妮臻等同學發起習字計畫，與指導老師林冠傑探討「學習需求」之後，決定本學期之課程與教學的核心主軸有三：自主行動、溝通互動與社會參與。

Center for Teaching Excellence at National Dong Hwa University administered Autonomous Learning Program, providing resources for students to have diverse and flexible accesses to learning and practicing outside the formal curriculum. Taking advantages of this program, Huang, You Zhen, Li, Jia Jing, Li, Ni Zhen and other students at the Department of Special Education initiated Handwriting Practicing and Potential Development Program. After discussing with the instructor, Lin, Guan Jie, they decided three core goals of this program: autonomous action, interactive communication, and societal participation.   

一、自主行動（自動）

學員透過書寫「學習省思週記」之過程，嘗試理解阻礙習得書法知識或技能的障礙為何？透過「靜心活動」提昇主體的專注力、喜樂力、敏銳力、統整力與意志力，進而達到「心手雙暢」的身心素質。

I.       Autonomous Action

By keeping Learning Diary, students tried to make it clear the obstacle blocking the learning of handwriting knowledge and skills. By means of meditation activities, individual’s attention, joy, keenness, complete awareness and willpower were enhanced. The parallel excellence of mind and body was realized.     

二、溝通互動（互動）

首先，運用「分組合作學習」教學法，促使學員之間的學習交流與互動，提高個人的學習成效，並同時達成團體目標；其次，善用「網路社群平台」的即時功能，學員將作業練習上傳Facebook社團，進而同儕間彼此進行回饋，在給予建議之時，亦能同時提昇主體對於書法的「審美」能力。

II.     Interactive Communication

First, Cooperative Learning was applied to foster students’ communication and interaction, which simultaneously increased individual learning effects and reached group goals. Second, students were required to upload their homework to Facebook. This made use of the immediate interactive function of the Internet social forum to enable peer review, which in turn cultivate students’ aesthetic feelings of handwriting.  

三、社會參與（共好）

「人貴有志，學貴有恆。」說明了立定志向，努力不懈便有成功之日，但回歸學習的本質，除了個人能力的習得，遂能擴大至回饋社會，以及實踐的功夫。幼兒教育學系李惠婷和林怡均同學，跟隨著指導老師進入志學國小書法社協助課程與活動，在「服務」的過程，同時也「學習」如何成為一名老師。

III.    Societal Participation

As the Chinese saying goes, “goal-setting is important for a man and perseverance is important for learning”, being certain to one’s goal and being tough to all the challenges will bring the fruit of success. However, back to the essence of learning, in addition to the acquisition of personal ability, putting the learned into practice and making contribution to the society are equally important. Therefore, Li, Hui Ting and Lin, Yi, Jun at the Department of Early Childhood Education followed the instructor Lin, Guan Jie, to assist the teaching in the Calligraphy Club at Jhih Syue Elementary School. During the process of helping, they also learned how to be a teacher.　

 西方俗諺有云：「練習致使完美（Practice makes perfect.）」林老師則進一步表示，要習得一手好字，除了「練習」之外，還得加上「正確」的認知，掌握正確的知識與方法，則讓練習事半功倍。另外，還有個人性格、習慣、態度及生活管理也是影響成功與否的要素。

“Practice makes perfect” but Lin further added that to learn to write beautifully, aside from practicing, correct understanding about knowledge and ways to knowledge helps yield the results with half the efforts. Moreover, personality, habit, attitude and life management are also decisive factors to success. For more information about handwriting teaching and learning, please refer to https://www.facebook.com/calligraphy520.  

參考資料

【1】林冠傑（2019）。成人硬筆書法課程創新與教學實踐之行動研究，口試日期：2018年11月7日。國立東華大學中國語文學系碩士論文。永久網址：https://hdl.handle.net/11296/2jx3yy

【2】罐子老師的寫字教室，歷年成果新聞報導

【3】國立東華大學教學卓越中心（2017）《106-2 自主學習社群計畫》，計畫名稱：硬筆書法潛能開發課程（初階班）、硬筆書法潛能開發課程（進階班）、板書「習寫」及「檢定」取向密集訓練課程

【4】林冠傑（2023）。寫字潛能開發課程的差異化教學設計與學習評量。國立屏東大學學報：教育類，7，頁1-42。