高等教育機構中專業課程與通識課程的分野對峙情形，已掀起對高等教育培育全人素養職責的省思聲浪。除了理念探討外，國外亦有推動實例。臺灣教育行政主管單位近年來亦規劃了相關補助計畫推動。本研究以一所受臺灣教育部辦公室顧問室補助推動通識課程革新經費之高等教育機構之歷程為例，分析探究其中子計畫主題「核心素養融入專業課程」之課程設計與成效，並以其中一門實驗課程「美學素養融入國民小學教學實習」作為分析案例。本研究主要採文件分析，提出三點結論如下：（一）美學素養融入國民小學教學實習專業課程基於「做中理解」理念與「做教育學」，融入教學藝術三要素，發展成為一個單科統整課程。（二）核心素養融入專業課程需有課程四要素之配套措施外，尚須社群情感支持。（三）美學素養融入師資職前專業課程有助於師資生重新審視教育專業知能的意義，然理想實踐行動尚需時間。根據結論提出兩項建議：對發展核心素養融入課程之概念模式的建議，以及對教育部的建議。

Over several decades there have been research papers arguing that university education is in a state of crisis. In particular, the trends of excessive disciplinary specialization have resulted in that general education and the major lack coherence, which poorly prepares a student for becoming a whole person. Having the faculty at the College of Education engaged in this one-and-a-half-year project granted by the Ministry of Education of Taiwan was based on the assumption that general education and the major going separately was misguided. All preservice teachers in Taiwan are required to take the professional courses in advance. “Practicum of Elementary School Teaching” (PEST), one of required credits, is an integrated and advanced subject in order to better coordinate teaching experiences in the preservice teachers program. The main purpose of this study is to explore and examine the effects of infusion between aesthetic literacy as well as PEST. The conclusions were as follows: 1. Based on the ideas of “understanding by doing” and “do pedagogy,” the infusion between aesthetic literacy as well as PEST was organized in an integrated curriculum with three elements of artistry in teaching. 2. In addition to four items of supporting measures, it is necessary to organize the affective supportive groups during the implementation of the infusion between aesthetic literacy as well as PEST. 3. According to the data collected, this curricula was found beneficial for professional growth in teaching design as well as teachers’ willingness to improve their teaching profession, which reminds our preservice teachers to reconsider the complexity of what counts as teaching. Several of the preservice teachers, however, did not provide an atmosphere that welcomed exploration and adventure, thus, it becomes that teaching them to design is more likely playing dominos. Moreover, several preservice teachers failed to “read” some of the qualities emerged and respond with qualities appropriate to the direction that they expected their students to take. Finally, some suggestions were provided for developing the concept models of infusion between core literacy and professional education courses as well as for the decision making in the Ministry of Education of Taiwan.