課程美學是一門新興的課程研究領域。國內雖已有相關的研究文獻，但數量仍不多，內容也有待再深化。本文即在透過對美感經驗意涵的研究，提供課程美學理論與實踐之參考。本文首先探討美感經驗的特性，指出其所具有的令人愉悅、鮮明、全神貫注、內發性動機、內在統一性、自我滿足及完滿的感受、複雜性、挑戰性等內涵。接著分別從學生、教師、課程目標、內容、活動、學習環境、課程評鑑等面向，提出美感經驗對課程美學建構之啟示，包括：學生為探索的主體；
教師宜自我反思與超越並熟悉各種媒材；課程目標應富彈性與變通性；教材內容能引發想像力；學習活動如戲劇情節般地鋪陳；學習情境脈絡化並結合生活環境；課程評鑑如藝術批評宜著重質性化評量。

The inquiry of curriculum aesthetics in the field of curriculum in Taiwan is still not widespread. This article is attempted to construct curriculum aesthetics based on the conception of aesthetic experiences. After literature review, the author concludes that aesthetic experiences are defined, absorbing, intrinsically motivated, challengeable,self-sufficient, and fulfilled experiences. The elements of curriculum construction include curriculum objectives, subject matters, teaching activities, and curriculum evaluation. The roles of both the teacher and the student and teaching context are also important elements to curriculum construction. Therefore, this article indicates that some implications of aesthetic experiences for constructing curriculum aesthetics based on the above dimensions. The implications include: first, students should be regarded as the protagonists and fully human. Second, teachers should persistently reflect and improve their educational practices and learn various forms of teaching materials. Third,curriculum objectives should be flexible and changeable. Fourth, teaching materials should be able to evoke students’ imagination and feelings. Fifth, teaching activities should have beginnings, middles, and endings (i.e., plots). Sixth, contexts should be able to contribute to immersion in the instructional situation. Seventh, curriculum
evaluation should be like artists’ comments and apply qualitative approaches.