本論文旨在研究與探討國內公私立藝術博物館、美術館對於兒童美學素養之影響，了解博物館群對於藝術教育的影響力，並進行兒童參與藝術博物館之經驗與美學素養關係性分析。
本論文研究對象以臺灣區域為主，北部、中部地區向安親班、國小課輔等管道之中小學兒童採樣，南部地區則前往故宮博物院南部院區之參觀後中小學兒童進行現場問卷調查。最終回收「線上問卷」與「紙本問卷」採樣合計為349份，以背景變項刪除無效問卷7份，並去除問卷從頭至尾作答幾乎相同選項者之21份，有效問卷為321份。
資料分析方式係採量化統計中之差異分析、關聯性分析等。
結論顯示：「性別」以「女生」的各美感向度高於男生；兒童背景變項之「參觀次數」以「6次」對於各美感向度較相關；兒童背景變項之「陪同對象」，以「爸爸媽媽、阿公阿嬤／外公外婆、親友」對於各美感向度具有關聯性。「參觀目的」為兒童背景變項之主要影響因素，以「校外參觀教學」與各美感向度擁有高度關係性，其次為「補習班╱安親班活動」；而參觀目的之「學習新知」、「參與藝術學習活動」、「作業需要」對於兒童的各美感向度皆無關聯性；其他「參觀目的」，如「喜歡藝術」、「覺得有趣好玩」、「長輩╱朋友╱同學影響」等與兒童背景變項較有關聯性；其他兒童背景變項對於「美感向度」方面，主要以「性別」與各美感向度擁有較高之關係性，其次為「參觀次數」。
因此，筆者認為美學素養應從小培養、適性發展，並於家庭教育與學校教育、社會教育（如博物館、美術館）中落實，不僅提昇「美感」感受力，亦豐富了美學實踐，更激發了兒童的觀察力與思考力，進而提升了想像力和創造力，甚至擁有「區辨事物品質」之能力與素質。
The purposes of this study have two fronts: to explore the influence of museum and (fine) art gallery on art education as well as children’s aesthetic literacy; and to discuss the relationship between children’s visiting these institutes and their aesthetic literacy.
The survey subjects are constructed of (1) group administrative method of the afterschool care centers in the north, center, and south Taiwan, (2) in-personal interview on the Southern Branch of the National Palace Museum and (3) on-line web questionnaire. The total valid cases are 321.
The resulted indicated that girl’ aesthetic literacy is higher than boy in all aesthetic literacy dimension. More visiting to the museum (preferably more than 6 times per year) attributes to the higher aesthetic literacy. The companionship of the visiting also related to aesthetic literacy, specifically, the companion are parents, grandparents, and/or relatives being related to the aesthetic literacy.
As for the purposes of visiting, educational excursion is highly related to the aesthetic literacy and the activities of afterschool care center comes to the next. It is also found that “like fine art”, “fell fun” and “influence of elder/friend/schoolmate” can related to the aesthetic literacy as well.
In short, this study found that “gender” and “times of visiting” are the two key factors influence children’s aesthetic literacy. Thus, it suggests that the aesthetic literacy should start early from both family and school.
