本研究採協同行動研究法，探討一偏鄉國小透過「校園圍牆彩繪課程」，於高年級進行美感教學之作法與成效。研究發現：1.透過「內隱知識」與「外顯知識」轉換的教學流程、「觀者感受」與「作者創作」互動的設計理念，以及「自由創作」與「觀察比較」互用的教學設計等作法，可提升高年級學童美感。2.在校園圍牆彩繪課程中，可以學習之「藝術性美感元素」包含比例、色彩與構成，「非藝術性美感元素」包含自我探索、人際互動、彩繪技巧與其他。3.教學者與協同教學者的專業成長集中在「課程教學與班級經營」上，研究者的專業成長則在於「看見教師教學優勢與困境」。研究者針對未來研究提出建議，期盼對美感教育教學者有所助益。

The purpose of the study is to explore the effect of an aesthetic curriculum in a senior class of an elementary school which located in a mountain area. Collaborative action Research was adopted in the study. The study showed: First, through the teaching procedure transferred between tacit knowledge and explicit knowledge, the interaction between the viewers and the creators, as well as the combination of creation and observation enhanced senior students’ senses of beauty. Second, in the wall painting curriculum, students learned artistic elements including proportion, colors & construction. They also learned inartistic elements such as self-exploration, interaction between people, painting skills…etc. Third, both teachers and co-teachers gained insight into teaching and classroom management while researchers saw teaching advantages and dilemmas. Researchers provided suggestions for future studies and hoped teachers can benefit from the study.