全球化經濟來臨的時代，單一的專業能力已難以符合多元社會變遷快速的需求，具創造力才是提升國家競爭力的關鍵因素。也因此美感能力在全球化經濟的趨勢下，顯得更為重要。美學藝術是西方人生養教育的基礎，美感教育能夠健全人格、平衡身心並啟發提升國家競爭力的關鍵因素「創造力」。近年來，教育部對於美感教育越發重視，教育部依據「幼兒教育及照顧法」擬定《幼兒園教保活動課程大綱》，其中美感教育被列為重點領域之一。
在少子化的環境下，家長對於幼兒園的選擇也越來越謹慎。學齡前的幼兒時期是人格發展的重要階段，更是美感啟蒙關鍵期。培養人格的多面向發展，應把握幼兒學習的關鍵階段，讓啟蒙美感從幼開始，因此許多家長格外重視幼兒園課程中美感教育的部分，在選擇幼兒園時，也會特別留意美感課程的規劃。許多幼兒園將無字圖畫書作為美感教育的教材，無字圖畫書在幼兒教育中具有相當的價值與意義，對於尚未識字的幼兒來說，無字圖畫書是很好的學習媒介，且有助於激發幼兒的想像力。在美感經驗培養逐漸提早的趨勢下，幼教第一線的老師們，應積極瞭解美感的教育方針，如何引導幼兒閱讀圖畫書，使其從中得到美感經驗與啟發，是教育者們的重要課題。
因此本研究透過歸納各專家學者定義之美感要素，並彙整美感經驗相關理論文獻。研究過程使用文本分析法以及文獻分析法，針對曾獲多項大獎的美國插畫學家—大衛・威斯納，以其創作之六本無字圖畫書作為分析樣本。透過國內外專家學者在美感的研究論點進行交叉比對，並歸納漢寶德以及教育部擬定之美感要素，整理分析美感特性與原則，最終建構無字圖畫書對於幼兒閱讀的啟發歷程。再者，利用本研究建構之幼兒閱讀歷程，針對無字圖畫書進行文本分析研究，探究大衛・威斯納其圖像創作風格、畫面運鏡、版面編排等視覺手法，以及圖像敘事策略、圖像解讀、美感反應交互作用的閱讀歷程，並歸納其中影響幼兒生活美感經驗的要素以及美感閱讀歷程的啟發要素。
透過幼兒閱讀美感歷程的建構與大衛・威斯納無字圖畫書的舉例說明，得無字圖畫書畫面編排形式及圖像敘事的呈現，能激發幼兒圖像式思考能力與美感感受。而大衛・威斯納後現代主義風格的不合乎常理性，在無字圖畫書中亦能劇烈刺激幼兒的想像力。教育者可藉由無字圖畫書引導，讓幼兒在閱讀無字圖畫書的過程中受到美感啟發，並從閱讀歷程的美感交互作用中串連無字圖畫書與幼兒的生活經驗，使幼兒透過感覺與觀察，累積生活美感經驗，提升美感教育的作用。教育者亦能參考本研究之幼兒美感啟發歷程及其分析結果，研擬更合適的教學主旨與教育方針，提升國家幼苗的美感水平。

With this rapid development of economic globalization and changes of time, it is insufficient for people with single professional ability to comply with the market standard, only if they enhance their creativity for the advance of domestic competitiveness. Consequently, it is more crucial to acquire aesthetic capacity. Aesthetic and Art territory are the foundation of western education, which elevate our creativity, character, body and mind. Recently, Aesthetic education has been gradually emphasized by Ministry of Education according to the decree “Curriculum Outlines for Preschool Caretaking Activities” derived from “Early Childhood Education and Care Act.”
In the trend of low fertility, parents get more prudent for the choice of kindergarten because early childhood is the vital learning stage to develop one’s character and aesthetics. In other words, for aesthetic cultivation in this stage, parents will take aesthetic curriculum program into account. Nowadays, wordless picture books has been regarded as aesthetic tutorials in kindergarten for its brilliant value of creativity. With aesthetic development gradually shifted to an earlier time, teachers should be more active to find out how to guide children to read picture books to acquire aesthetic experiences and inspiration, which is recently a crucial study for educators.
The study collects and analyzes research of aesthetic experiences and the definition. Through document analysis, the study takes six wordless picture books created by David Wiesner, an American illustrator with lots of awards as examples. Comparing aesthetic researches from domestic and overseas experts, and concluding aesthetic factors from Han Pao-Teh and Ministry of Education, we can accommodate aesthetic properties and principles to construct early childhood aesthetic experiences with wordless picture books. Furthermore, with the document analysis, the study investigates the creative style, camera movements, and layout arrangements of David Wiesner’s picture books, and analyze the reading experiences from graphic narratives, reinterpretations, and aesthetic response transaction to conclude inspirational factors of aesthetic experiences.
Through the construction of early childhood aesthetic experiences, and exemplifications from Davis Wiesner’s picture books, we can get its editing layout and narrative structures to arouse child’s aesthetics and thinking capacity. Moreover, the unusual postmodern styles on David Wiesner’s picture books also motivate child’s creativity. Children can feel and observe them to cultivate aesthetic life experiences through educators’ guidance, which elevates the effects of aesthetic education. Eventually, educators can take the study and the results for references to draw up more suitable guiding principles and purposes for education to enhance the aesthetic level of domestic children.