本文旨在探討蒙特梭利（Maria Montessori, 1870-1952）的美感教育方法， 主要採取詮釋學的研究取徑，一方面針對相關文獻進行分析，二方面根據現場 實務經驗舉例說明。蒙氏美育方法以「預備環境」與「教具設計」最具特色， 本文提出兩個實際案例，藉以完整說明其具體作法。復次，蒙特梭利的方法， 最常遭受其他陣營批評：「環境是否危險？」、「教具是否扼殺想像力？」、「方法 是否已經過時？」、「方法是否能應用於非蒙氏幼兒園？」。最後，本文針對上述 爭議進行討論，並提出評析以為結語。

This paper aims to explore the Montessori (Maria Montessori, 1870-1952) aesthetic education method. It mainly adopts Hermeneutic Research Approach. While analyzing the relevant literature, this study is largely based on the practical field experience. Montessori's aesthetic education methods have been characterized with special features of "preparing the environment" and "teaching aids design." This research further presents two practical cases to explain their overall practices specifically. Though Montessori’s method has been often criticized by scholars, such as "Is the environment dangerous?" "Do teaching aids stifle imagination?" "Is the method outdated?" "Can the method also be applied to non-Montessori kindergartens?" they are all discussed, upon their controversy, with analyses leading to a final conclusion.

美感教育、教具設計、預備環境、蒙特梭利

aesthetic education, teaching aids design. preparing the environment,Montessori