教育部於102 年頒訂「美感教育中長程計 畫」，期望美感教育能普及到各級學校，實現「創 藝臺灣、美力國民」的願景，使臺灣成為一個具 有美感競爭力的國家。美感教育不僅是一種藝術 教育，美感教育的主要功能在於解放學生想像的 潛能、表達的潛能與培養學生各種美感的感知力、 察覺力、創造力、與實踐力，因此，它擁有增能 （empowering）的功能。 在此重視美力教育的新時代中，大學通識藝 術教育實為重要的ㄧ個美感教育養成階段。美感教 育的思維不能僅停留在較為偏狹之藝術作品的形式 （form）與內容（content）層面，我們需將音樂置於 較大的情境（context）之課程中，務使所有的音樂學 習是真實的與人性的。除了在大學通識音樂課程中教 導學生分析藝術作品之形式與內容層面，引導學生重 視藝術作品本身的歷史脈絡與社會背景，並讓學生注 重能在生活脈絡中鑑賞藝術，進而能採取較寬廣的看 法觀看問題，即是增能美感教育的課程中應重視的 三個面向。「衍生式音樂學習法則」（A Generative Approach to Music Learning）係一種同時注重美感形 式、內容與情境脈絡的學習理論，研究者建議大學 通識音樂課程教師可運用此學習法則於課程設計中， 使增能的美感教育真正落實於大學的通識藝術課程 中，藉此實現美力教育的目標。

The Ministry of Education of Taiwan promulgated "The Middle and Long-Range Aesthetic Education Plan" in 2012, expecting that aesthetic education could be spread to schools at all levels to achieve the vision of " Taiwan with creative art, People with aesthetic competitiveness," attempting to render Taiwan to be an aesthetic and competitive country. Aesthetic education is not merely an art education, the main function of aesthetic education is to liberate the imaginative and expressive potential of students and to cultivate the aesthetic perception, awareness, creativity, practice and accordingly it has empowering functions. In the new era of placing emphasis on aesthetic competitiveness education, university art education in general education is indeed an important stage of cultivation and development. The thought of aesthetic education should not be constrained within the form and content of an artwork, we should place music in a larger context to enable the process of learning music to be authentic and humanistic. In addition to teaching university students to analyze the form and content of an artwork, guiding them to put emphasis on the context of an artwork and appreciate the arts in the context of daily life, and then taking a broader viewpoint to view any problems in the world around us , these are three dimensions of empowering aesthetic education. A Generative Approach to Music Learning is a learning theory of emphasizing aesthetic form, content, and context. The researcher suggests that university music teachers in general education apply the approach to design aesthetic curriculum, empowering aesthetic education to be fulfilled in the university art curriculum of general education, and consequently achieving the goal of aesthetic competitiveness education.