教科書不僅為中小學階段最主要的教與學資源，其內容亦反映新世代國民之明日圖像，兼備「美」與「用」之教科書設計不僅可以觸發教學藝術（theart of teaching）之實現，亦可為師生雙方帶出學習成效與美感經驗。本研究首先敘明Eisner 教學藝術之四大意涵，並融合相關文獻提出五種觸發教學藝術之教科書設計途徑，包括善用藝術作品深化學生感知能力、善用各種符號系統發展多元智能、善用美感距離開展想像力及創造力、善用操作性設計以觸發學習驚喜及樂趣，以及善用多層次、多向度及留白設計以激盪突現的目的等。此外，本研究試圖將插圖與版式設計之原則融入教科書設計，使教科書成為激發學習動機和產生美感經驗交流的對象。最後，根據前述歸納之教學藝術觸發途徑和插圖與版式設計之原則，本研究以日本與美國之社會科教科書為分析對象，從中提出具有召喚教學藝術魅力之教科書設計案例。
Textbooks, an essential teaching and learning resource for secondary andelementary schools, help to shape tomorrow’s citizens. The textbooks incorporatingboth aesthetic features and functional purposes can be used to notonly trigger the art of teaching but also conduct a better learning experience.First, this study illustrates the four major significances of the art of teachingof E. W. Eisner. Referring to these four significances and other literature, second,this study proposes five ways to use textbook design to initiate the art ofteaching. They are 1) using art to deepen students’ perception ability, 2) employingvarious symbolic systems to develop students’ multiple intelligence, 3)utilizing aesthetic distance to develop students’ imagination and creativity, 4)using manipulative design to encourage joy and surprise from learning, and 5)using multi–layered, multi–dimensional and blank spaces to provoke emergentends. Third, this study attempts to integrate the principles of illustration andlayout design into textbook design. By employing these principles appropriately,we hope, textbooks become the objects which can promote students’ learningmotivation and aesthetic experiences. Finally, referring to the methods proposedto encourage the art of teaching and principles in illustration and layoutdesign, this study examines US and Japanese textbooks to provide positiveexamples which can make the art of teaching more fascinating.
