田秀蘭Tien, Hsiu-Lan蔡雅安Tsai, Ya-An2025-12-092025-07-222025https://etds.lib.ntnu.edu.tw/thesis/detail/9c32c55d4e88daea4ed02d893a93b1f4/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/124473本研究旨在探究一、幼兒園教保服務人員對於美感空間營造的理念與看法；二、其於美感空間營造中的具體實踐與操作歷程；三、美感空間中幼兒與環境互動的表現及其意涵。研究採用質性研究取向，以紮根理論為方法，透過立意取樣邀請十位曾參與美感社群並具實務經驗之教保服務人員為研究對象，進行半結構式訪談與實地觀察，並運用開放性編碼、主軸性編碼與選擇性編碼進行資料分析。研究結果顯示，教保服務人員的美感信念並非靜態不變，而是在實作歷程中與空間實踐產生交互轉化。信念成為教師行動的起點，而實際操作歷程中所獲得的回饋與省思，亦會反過來深化原有信念，形塑出個人化且可持續發展的美感教育觀。教師在實作中發展出多元且具體的空間營造策略，包含對美感意識的逐步覺察與風格轉變、色彩與素材的視覺協調、空間秩序感的建構、減法設計與彈性動線的安排，以及對空間限制的回應與創意整合。這些策略不僅提升了教室空間的美感品質，也使學習環境成為支持幼兒探索與學習的重要載體。在幼兒與空間的互動歷程方面，研究發現當空間具備秩序性、提示性與感官支持功能時，幼兒能展現出更高的自主管理與情緒穩定性，並透過展示區、學習區等空間展現創作與表達的主動性。尤其在展示區的再設計歷程中，教師與幼兒共同參與構思與分類，形塑出一種師生共構的學習樣貌，使空間不再僅是教師佈置的結果，而是教學對話與關係連結的具體展現。此外，為拓展研究個案的多元性，本研究亦發展出其他影響美感空間實踐的關鍵向度，包括美感教育理念與氛圍營造、教師協作與美感共識等面向這些因素交織成一個多元且具回應性的實踐網絡。美感空間的營造不僅是形式的美學建構，更是一場深具教育意涵與情感關係的實踐歷程，展現出教保服務人員信念深化、專業整合與幼兒共構的多重動態面向。This research explore: (1) preschool educators’ beliefs and perspectives on the creation of aesthetic learning environments; (2) their practical strategies and implementation processes in constructing such environments; and (3) the interactions between children and their surroundings within these aesthetic spaces. Employing a qualitative research design and grounded theory methodology, this study purposively sampled ten preschool educators who had participated in aesthetic education communities and possessed practical experience in classroom design. Data were collected through semi-structured interviews and field observations, and analyzed using open, axial, and selective coding procedures.The findings reveal that educators’ aesthetic beliefs are not static but undergo dynamic transformation through the process of spatial practice. Beliefs serve as the foundation of action, while the feedback and reflections gained through practical implementation in turn refine and reinforce those beliefs, shaping a personalized and sustainable vision of aesthetic education. In practice, teachers developed diverse and concrete strategies for spatial design, including heightened aesthetic awareness, visual coordination of color and materials, the establishment of spatial order, minimalist design thinking, flexible spatial flow, and the creative adaptation of constraints. These strategies not only enhanced the aesthetic quality of the learning environment but also supported children’s exploratory learning and engagement.Regarding child–environment interaction, the study found that when spaces were designed with order, cues, and sensory support, children demonstrated stronger self-regulation and emotional stability. Through participation in the planning and categorization of learning and display areas, children expressed agency and creativity, leading to co-constructed learning environments. The display areas, in particular, shifted from passive exhibits to active platforms for dialogue and shared meaning-making between teachers and children.To broaden the diversity of case perspectives, the study also identified additional key dimensions influencing aesthetic spatial practices, such as the integration of aesthetic educational philosophies, atmosphere building, teacher collaboration, and shared aesthetic understanding. These elements together formed a responsive and collaborative network of practice. Ultimately, the creation of aesthetic environments is not merely a matter of visual design, but a deeply educational and relational process that reflects the evolving beliefs, professional integration, and co-construction between teachers and children.幼兒園美感空間營造幼兒互動紮根研究preschoolaesthetic learning environmentchild–environment interactiongrounded theory學術論文