本研究運用「紙芝居」融入幼兒美感課程，透過美感領域學習指標檢核教學活動與幼兒美感經驗提升之成效，包含探索與覺察、表現與創作、回應與賞析等三大美感領域能力之展現。研究目的包含：1. 運用紙芝居於幼兒美感課程之教學成效；2. 美感教學的困境與解決之道；3. 教師美感教學的專業成長。研究方法採質性與量化並行之行動研究，透過資料分析及後續追蹤發現：1. 以紙芝居融入課程活動能顯著提升幼兒美感教育的學習成效；2. 幼兒美感經驗的陶養透過賦權增能方式啟動自發性；3. 教師的美感素養、信念和態度影響幼兒美感教育的陶養。

This research uses "Kamishibai," a form of Japanese street theater and storytelling, to integrate children's aesthetic courses. It also uses the learning indicators in the aesthetic field to check the effectiveness of teaching activities to see the improvement of children's aesthetic experience, including exploration and perception, performance and creation, and response and appreciation. The research objectives covered are: (1) the teaching effectiveness of using Kamishibai in teaching young children’s aesthetic courses; (2) the possible difficulties and solutions of aesthetic teaching; and (3) the professional growth of teachers' aesthetic teaching. The research method adopts both qualitative and quantitative action research. Through the data analysis with follow-up tracking afterwards, some results found include: (1) the integration of Kamishibai into curriculum activities could significantly improve the learning effectiveness of young children's aesthetic education; (2) the cultivation of children's aesthetic experience could initiate their spontaneity through empowerment; and (3) teachers' aesthetic quality, beliefs and a.0ttitudes could influence the cultivation of children's aesthetic education.

幼兒、行動研究、美感課程、紙芝居

young children, action research, aesthetic course, Kamishibai