本研究旨在透過共鳴美感經驗觀點探究偏鄉學校將在地生活經驗轉化成美感教育校本課程的可能與限制。結論包含：（一）既有、共享、與創生的在地化共鳴美感經驗，都可作為偏鄉學校發展美感教育校本課程的題材來源。（二）結合既有主題課程或特殊才藝社團的課程計畫，融合戶外體驗學習與身體實作活動的課程實施，是偏鄉學校發展美感教育校本課程的變通性方案。（三）專業美感教育師資不足與課程主題容易重複，是發展美感教育校本課程可能會面臨的主要限制。建議則為：（一）跳脫既定標準，勇敢邁向釋放想像力的方法論。（二）善用課程慎思，在實踐反思中開創多元可能。（三）強化支持系統，健全不同層級課程協作機制。

This research aims to explore the possibilities and limitations of rural schools transforming local life experiences into aesthetic education school-based curricula from the perspective of “Resonant Aesthetic Experience” (RAE). The paper applies case study approach and the findings include: (1) the existing, shared, revitalized and localized resonance aesthetic experience can be used as the source of themes for the development of school-based curriculum of aesthetic education in rural schools; (2) the implementation of aesthetic education can be achieved through combining curriculum plans of either existing thematic curriculum or special talent student clubs, as well as integrating outdoor experiential learning and embodied learning. These are the alternatives for rural schools in implementing aesthetic education school-based curriculum; (3) the likely limitations for developing aesthetic education school-based curriculum in rural schools are the shortage of aesthetic education teachers and the repetitive curriculum themes. The suggestions are: (1) the future researchers should break away from established standards and bravely move towards a methodology that unleashes imagination. (2) curriculum designers should make good use of the curriculum deliberations and create multiple possibilities through practices and reflection; (3) the educational authorities should strengthen the support system and improve the curriculum collaboration mechanism at different levels.