本研究旨在探討繪本教學對於大班幼兒藝術創作能力實施之成效，以美感三項能力之「探索與覺察」、「表現與創作」、「回應與賞析」為研究依變項，採準實驗研究法為主，文件分析為輔，以新北市私立幼兒園大班幼兒為研究對象，實驗組進行繪本教學，對照組實施一般教學，了解繪本教學對於大班幼兒藝術創作能力實施之成效。本研究結果如下：一、兩組幼兒藝術創作能力及其各次項能力屬於中等偏高程度。二、實驗組在繪本教學前後藝術創作能力及其各次項能力有顯著差異，均是後測分數高於前測分數。三、繪本教學後，藝術創作能力的「探索與覺察」和「表現與創作」兩項能力有顯著差異，實驗組高於控制組。四、共變數分析結果，實驗組在「整體藝術創作能力」及次項素養「探索與覺察」和「表現與創作」表現有顯著差異，均是實驗組優於控制組。五、大班幼兒藝術創作能力及其各次項能力，大部分有顯著相關。六、以繪本啟發幼兒藝術創作能力教學，能增進教學者繪本教學專業知能及幼兒藝術創作能力成效與興趣。 This research aims to explore the effectiveness of picture book teaching for children's artistic creation literacy in kindergarten, with the three core abilities of “exploration and perception”, “performance and creation”, “response and appreciation” and three core literacy as the research dependent variables. Adopting quasi-experimental research methods as the main method, supplemented by document analysis, taking children from age 5 in private kindergartens in New Taipei City as the research objects. The experimental group is taught with picture books and the control group is taught by general. The results of this study are as follows: 1. The two groups of children's artistic creation literacy and their sub-level literacy belong to the medium to high level. 2. The experimental group has significant differences in the artistic creation literacy before and after the picture book teaching and its various sub-items, and the scores of the post-test are higher than those of the pre-test. 3. After the teaching of picture books, there are significant differences in the two qualities of “exploration and perception” and “performance and creation” in artistic creation literacy, and the experimental group is higher than the control group. 4. The results of covariate analysis show that the experimental group has significant differences in “overall artistic creation literacy” and sub-items “exploration and awareness” and “performance and creation”. Both the experimental group is better than the control group. 5. Most of the children's artistic creation literacy in large classes and their sub-categories are significantly related. 6. Using picture books to inspire children's artistic creation literacy teaching, which can enhance the teacher's professional knowledge of picture book teaching and the effectiveness and interest of children's artistic creation activities.
