簡淑真Chien, Shu-Chen林淑萍Lin, Shu-Ping2025-12-092030-08-012025https://etds.lib.ntnu.edu.tw/thesis/detail/5d6b55960ae068f4ede7e5e8b7c27e10/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/124342本研究旨在探討一位幼兒教師對於教學美感經驗的詮釋與理解，及其教學美感經驗的生成與形塑。本研究採用質性研究方法，以深度訪談與文件資料蒐集為主要資料蒐集方法。研究對象為一位經數位幼教領域教授高度推薦--能針對本研究主題提供豐富且具深度經驗描述之優良幼兒教師。研究期間共進行三次深度訪談，以訪談逐字稿及研究對象個人多年來於FB社群平台發表之文章作為主要研究資料來源，並採用質性研究之持續比較法進行資料分析。所得研究發現如下：首先，幼兒教師對教學美感經驗的詮釋與理解強調美感從內心出發，教學美感經驗的起始是人與人的連結，認為教室的美不是裝飾而是感受；其次，幼兒教師教學美感經驗的生成從關係中的連結開始浮現；教學環境中夥伴的力量亦有助於幼兒教師教學美感經驗的累積；教學書寫讓幼兒教師得以重構經驗意義並深化教學自覺，促發美感經驗的生成；最後，幼兒教師藉由「故事說演」、長時間且無設限的關係經營，將美感精神延伸至教室空間與日常活動設計之中，形塑師生共享的美感經驗。綜合研究發現所得結論為：一、幼兒教師教學美感經驗的詮釋與理解起始點在於人與人的連結；二、幼兒教師教學美感經驗的生成在於關係、環境與書寫；三、幼兒教師透過積極實踐主觀認定有意義的事來形塑教學美感經驗。依據研究發現與結論提出以下建議：一、未來研究方面，(一)可增加不同背景之研究對象以增加多元觀點；(二)可探究任教於不同教學取向教師的教學美感經驗；(三)可增加資料蒐集的多元性。二、教學實務方面，(一)建議可探究幼兒教師於多元教學創新活動中美感經驗的生成；(二)建議幼教教師能培養記錄日常教學的習慣，從中得以反思並獲得專業成長的機會。This study aims to explore a preschool teacher’s interpretation and understanding of aesthetic experience in teaching, as well as the generation and shaping of such experiences. Adopting a qualitative research approach, data were collected primarily through in-depth interviews and document analysis. The participant was a highly regarded preschool teacher recommended by several early childhood education professors for her ability to provide rich and in-depth descriptions relevant to the research topic. Three in-depth interviews were conducted during the research period, with interview transcripts and the teacher’s personal articles—published over many years on a Facebook community platform—serving as the maindata sources. The data were analyzed using the constant comparative method in qualitative research.The findings are as follows: First, the teacher’s interpretation and understanding of aesthetic experience emphasized that aesthetics originate from within, with interpersonal connections as the starting point of aesthetic experience in teaching, and that classroom beauty derives from feelings rather than decoration. Second, the generation of aesthetic experience emerged from relational connections; a supportive teaching environment and the strength of professional partnerships further enriched these experiences. Writing about teaching allowed the teacher to reconstruct the meaning of experiences, deepen self-awareness, and foster the generation of aesthetic experiences. Finally, through Storytelling and Story Acting and long-term, open-ended relationship building, the teacher extended the spirit of aesthetics into classroom space design and daily activities, shaping aesthetic experiences shared between teacher and students.The conclusions drawn from the findings are: (1) The starting point of the preschool teacher’s interpretation and understanding of aesthetic experience in teaching lied in interpersonal connections; (2) The generation of aesthetic experience was rooted in relationships, environment, and reflective writing; (3) The teacher shaped aesthetic experiences by actively practicing actions she personally deemed meaningful.Based on the results, the study offers the following recommendations: For future research—(a) include participants from diverse backgrounds to enrich perspectives; (b) explore the aesthetic experiences of teachers working under different teaching approaches ; (c) diversify data collection methods. For teaching practice—(a) explore how aesthetic experiences are generated within diverse innovative teaching activities; (b) encourage preschool teachers to cultivate the habit of recording daily teaching experiences as a way to reflect and create opportunities for professional growth.美感經驗幼兒教師質性研究Aesthetic ExperiencePreschool TeacherQualitative Research Method學術論文