本研究以Dewey的美感經驗思想為主旨，探討幼兒教育學系學生在幼兒藝術課堂中經歷的美感經驗。根據研究主軸，研究場域為高等教育階段之幼兒教育學系開設的幼兒藝術課程(系層級)；訪談對象為一名授課教師及七名修課學生；本研究採個案研究法，以質性研究法之半結構式訪談法為主，參與觀察法及文本資料分析為輔，希冀瞭解授課教師期望學生獲致的美感經驗及學生由學習歷程與自身經驗交織出的美感經驗。
依據研究發現，可以歸納出以下結果:
一、幼教系的幼兒藝術課堂教師重視幼教系學生將理論與實作結合，並希望透過多元且豐富的課程內容，增加幼教系學生的學習歷程中的美感經驗。
二、幼教系學生在時間倉促且有壓力的藝術創作中，可能導致其經驗零碎、流於表面、未能投入情感，因此不一定全部的藝術創作過程皆會經歷美感經驗。
三、幼教系的幼兒藝術課堂教師其教學理念會反映在課程內容中，並決定了幼教系學生在課堂中能接觸到的學習經驗。
根據研究結果，本研究提出以下建議:
一、對於幼兒藝術課程的建議
(一)幼教系的幼兒藝術課堂創作空間應具有彈性，讓學生能因應創作需要或小組討論作靈活運用。
(二) 實作型的幼兒藝術課程因應創作時間需求，應彈性調整課程時數。
二、對於幼兒藝術課程教師的建議
幼教系的幼兒藝術課堂授課教師需具備幼兒教育及藝術教育的背景。
三、對於美感經驗的建議
(一)在日常生活中應增加不同面向的多元經驗以豐富美感經驗
(二)留心並覺察感官經驗感受與獨特情意感受的綜合美感經驗
四、對於未來研究的建議
持續追蹤修過幼兒藝術課程的幼教系學生如何在幼兒園現場實踐幼兒藝術教學活動。

This study is centered around Dewey's aesthetics experience theory, aiming to explore the aesthetic experiences of students majoring in Early Childhood Education in the context of early childhood art classes. According to the research focus, the study was conducted within the context of early childhood art courses offered at the higher education level in Early Childhood Education departments. The participants consisted of one instructor and seven enrolled students. Employing a case study approach, this research primarily utilized semi-structured interviews as a qualitative research method, supplemented by participant observation and textual data analysis. The objective was to understand the aesthetic experiences the instructor aimed for students to gain and the aesthetic experiences interwoven through students' learning processes and personal experiences.
Based on the research findings, the following conclusions can be drawn:
1. In early childhood art classrooms, instructors emphasize the integration of theory and practice for students majoring in Early Childhood Education. They aim to enhance students' aesthetic experiences within their learning process through diverse and rich curriculum content.
2. Due to time constraints and pressures during art creation, students in the Early Childhood Education program may experience fragmented, surface-level, and emotionally detached art-making processes. Consequently, not all stages of art creation necessarily lead to aesthetic experiences.
3. The teaching philosophy of instructors in early childhood art classrooms influences the curriculum content and shapes the learning experiences available to students.
Based on the research results, the study proposes the following recommendations:
1. Recommendations for Early Childhood Art Courses:
(1) Provide flexible creative spaces in early childhood art classrooms to accommodate students' needs for creation and group discussions.
(2) Adjust the duration of hands-on early childhood art courses to match the demands of the creative process.
2. Recommendations for Instructors of Early Childhood Art Courses:
Instructors of early childhood art courses should possess backgrounds in both early childhood education and art education.
3. Recommendations for Aesthetic Experiences:
(1)Enhance aesthetic experiences by seeking diverse experiences from various aspects in daily life.
(2)Cultivate holistic aesthetic experiences that integrate sensory experiences with unique emotional responses.
4. Recommendations for Future Research:
Continue tracking how students who have taken early childhood art courses apply their learning experiences to practical early childhood art education activities in preschool settings.

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