| 摘要: | 澳門現階段的教育政策以及藝術教育政策經過回歸前以及回歸後多番的改善與優化才發展成現階段的模式。隨著自2015/2016學年起《本地學制正規教育基本學力要求》以及《本地學制正規教育課程框架》行政法規逐步實施後，澳門的教育政策以及藝術教育政策的發展漸漸趨向成熟化，而相關的政策亦穩固地繼續不斷地優化。由於教育政策範圍頗大，本論文將針對藝術教育政策的發展歷程，並藉此反映整體本地教育制度問題。
本研究的研究問題有三點，分別為：第一，澳門的教育政策改革如何受到多元因素或其他力量而影響？第二，從歷史以及比較其他國家和地區的角度出發分析澳門藝術教育政策以及其優點及缺點；第三，如何改善現時澳門教育政策以及藝術教育政策從而令學童得到最適合的教育？
本研究的研究方法採用了深入訪談法，在理論、文獻等二次資料以外更透過訪談多名相關界別的社會賢達、立法會議員代表、澳門現職中小學藝術科目教師、中小學中高層管理人員、於澳門接受教育之藝術及文化創意產業工作者評論澳門教育以及藝術教育相關的議題。
本研究發現三大重點，分別為：第一，於澳門特區政府成立以前的澳葡政府管理時期，澳門的整體教育政策均處於私立學校自行管理的狀況。私立學校的辦學實體因其辦學理念之差別而能大幅度地設計其教材、教學方向等。第二，澳門現階段所實行的藝術教育政策已達國際級水平並與鄰近地區的整體水平相若。第三，澳門的私立學校因歷史、辦學理念以及升學因素等原因影響下，應予以保留現時的多元化教育政策，此舉對澳門為最有利的因素。總體而言，澳門的藝術風氣正面，政府以及各學校亦開始對藝術教育逐漸地重視起來。而在社區藝術教育方面，政府可連同民間機構定期開辦不同類型的藝術活動，從而增強巿民對藝術的正面價值觀以及的接受度。
The current educational policy and fine art educational policy have experienced numbers of developments and improvements before and after The Transfer of Sovereignty over Macao during late 1999. Starting from the 2015/2016 academic year, the “The Requirements of Basic Academic Attainments of Local Education System” and “Curriculum Framework for Formal Education of Local Education System” have been gradually exercised. The educational policy and fine art policy of Macao are also becoming more mature. However, as the fields of educational policy development are too large to analyze, this master thesis mainly focuses on the fine art educational policy in order to reflect the holistic picture of the educational policy in Macao.
Three research questions are stated. First, how do variety elements influence the educational policy developments in Macao? Second, what are the advantages and improvements of the fine art educational policy in Macao, from the perspectives of history and examples of other countries and regions? Third, how to improve the current educational policy and fine art educational policy in Macao in order to provide the most appropriate education to school-age students?
The research employed in-depth interview to collect useful data information. Besides theories and literatures, the researcher also interviewed a large number of experts, members of the Legislative Assembly, in-service fine art subject teachers, middle and upper leaders of secondary and primary schools, and artists who received fine art education in Macao to comment the educational policy and fine art educational policy of Macao.
The research findings discovered three main points. First, before the establishment of Macao Special Administrative Region, during the Portuguese-Macao government period, private schools managed their own educational policy. Private schools could design their teaching materials and teaching directions due to their missions. Second, the current fine art educational policy has already met the international standard and matched with the overall standard of the surrounding regions. Third, due to the historical issues, missions, and university entrance requirements, private schools should maintain its individual and multi-cultural educational policy. Unifying the overall educational policy may not be the best practice and idea for the current educational situation in Macao. Overall, the fine art environments in Macao are relatively positive. The government and schools are starting to emphasize energy into fine art education. As for the community-based fine art, the government may connect with the non-government organizations (NGOs) to organize different types of fine art activities in order to increase the positive values and acceptance of fine art practices in Macao. |
