鑒於音樂動覺為音樂美感之基礎，而目前音樂教學對此部分並未多所開發，故常見學習者對樂理、技巧相當熟悉，但缺乏音樂感受性而無法感動自我與成就音樂美感的能力。為使我國音樂美感教育更為周全，本文以「回歸學習者對音樂本質的美感，建立音樂動覺能力」為根本關懷，立基於「意象基模」且運用肢體律動為其外顯可視工具，提出發展音樂動覺教學上之策略原則及對音樂美感教育的看法與建議。本文認為，此等透過建構學習者個人內在的「意象基模」、以本具的「肢體律動」為外顯工具、以「聲音思考」為基礎概念、以學習者為主體的本質思考、佐以跨領域的多元聯結之教學設計，對於開發學習者之音樂美感與音樂動覺有其助益，而可完備整體音樂美感教學環境。

As the basis of aesthetic experience, perception of music-in-motion has long been neglected in music education. Despite proficiency in music theory and technique, a learner can fail to properly grasp music because of his inability to properly feel the music in motion. As an attempt to improve aesthetic education, this essay provides some strategic principles in teaching perception of music-in-motion as well as perspectives. It also offers suggestions regarding aesthetic education. Restoring a learner's intuitive perception of music itself and building up the perception ability of music-in-motion are the core. And, applying image schemas as the foundation and eurhythmics as the exterior tool are the views. With the construction of image schemas, this author believes that by utilizing the eurhythmics as exterior tool and 'sound-thinking' as the basis, by taking the view from learner's point, and by connecting to multi-domains teaching design, learner's aesthetic experience and perception of music-in-motion can be enhanced. Furthermore, aesthetic education in music teaching gets improved.