本研究旨在探討幼教師資生視覺藝術美感素養的表現，以及對幼兒視覺藝術作品的美感敏銳度。本研究採多重個案研究法及量化資料，研究對象為師資培育大學20名幼教師資生。透過蒐集幼教師資生視覺藝術作品及訪談內容，探討師資生的視覺藝術美感素養表現，與察覺幼兒視覺藝術作品的敏銳度表現，進一步透過幼教師資生修習幼兒藝術課程的不同背景變項的影響。藉由獨立樣本t檢定分析結果發現，有修習幼兒藝術課程的幼教師資生在創作視覺藝術作品時，在應用「比例」、「構成」以及「質地策略」方面顯著優於沒有修習幼兒藝術課程的幼教師資生，在應用「色彩」、「質地」、「色彩策略」以及「比例策略」方面，兩者則無差異。另外，大多數幼教師資生都具備美感敏銳度，能察覺幼兒作品中的美感元素，並且進一步做出引導的方式。在描述幼兒作品內容上，有修習幼兒藝術課程的幼教師資生在說明「色彩」、「質地」以及「構成」的語詞內容，會相較於沒有修習幼兒藝術課程的幼教師資生來得詳細且豐富。最後依據研究結果，給予幼教師資培育機構以下三點建議，一為提供幼教師資生接觸多元的視覺藝術美感元素；二為幼教師資培育課程中提供師資生賞析作品的經驗；三為連結幼教師資生美感創作的經驗至覺察幼兒創作的教學引導。

This study aimed to explore the performance of pre-service teachers’ visual aesthetic literacy and their visual aesthetic sensitivity to young children’s crafts. Multiple case study was used in this study. The participants included twenty early childhood pre-service teachers enrolled in the Department of Early Childhood Education. Ten participants had taken the arts for young children class and ten participants had not. The task of visual aesthetic literacy and interview about young children’s crafts were conducted.
These results revealed that there was no significant difference in the visual aesthetic performance of color and texture between the participants who had taken the class or not. The early childhood pre-service teachers who took the arts for young children class used more proportion, composition, and the strategy of texture to create. Furthermore, most early childhood pre-service teachers could be aware of the young children’s aesthetic performance. And they also knew what and how to guide them. These findings suggested that to introduce more visual aesthetic elements to early childhood pre-service teachers and providing them more experience of how to appreciate young children’s visual art crafts in the teacher education curriculum.

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