傳統美學以藝術作品作為美的不變的標準，現代美學認為美的對象有自然美、藝術美、社會美等，有抽象無形的主觀的美以及具體有形的客觀的美。本研究首先透過訪談，以立意取樣，選取不同職場者，了解社會大眾對「什麼是美」和生活周邊有哪些是「可以看到、摸到的具體美」以及「看不到、摸不到的感覺美」的看法。然後彙整訪談所得編製問卷，調查幼兒園教師對幼兒園美感領域課程的意見。研究結果顯示：訪談結果：不同的受訪者從不同的經驗提出很多不同的看法，但是仍然可以被歸納在「自然美、藝術美、社會美」三類中。問卷調查結果：95%幼教師都認同「美」有自然美、藝術美和社會美；87%幼教師以「藝術美」作為美感領域課程主要內容；56%幼教師會引導幼兒感受「自然美」；93%幼教師認為感受「社會美」最重要；76%幼教師認為「社會美」可以融入在其他學習領域課程中。

Modern aesthetics covers aesthetics of art, aesthetics of nature and aesthetics of society, and considers beauty presented in both abstract and concrete forms. In this study, people from variant fields were first interviewed for getting general thoughts about what beauty is, what beauty in concrete forms is and what beauty in abstract forms is. Questionnaires were then designed based on these thoughts and adopted to understand preschool teachers’ opinions on preschool aesthetics courses. Results reveal that feelings of beauty varies widely depending on individual experiences of intervewees, but can still be classified into one of the three kinds: aesthetics of art, aesthetics of nature, and aesthetics of society. Results of questionnaires indicate 95% of preschool teachers agreed that aesthetics include aesthetics of art, nature, and society; 87% of preschool teachers take aesthetics of art as main content in Aesthetics Education; 56% of preschool teachers would guide children to sense the aesthetics of nature; 93% of preschool teachers agreed that sensing the aesthetics of society is important; and 76% of preschool teachers agreed that aesthetics of society can be fused into the existing preschool curriculum.