本研究目的為完成探討台南市某國小戶外教育應用藝術涵養與美感素養的概念及教案實施，透過課程計畫實施旅行前、旅遊中、旅遊後的旅遊心智圖完成了啟發學生的藝術涵養與美感素養在知識、技能、情意的課程觀察紀錄中，並本研究教師亦為觀察者，對戶外教育課程教學反思。
藝術與美感素養教育與戶外教育兩者間有高度的相關性，兩者應配合起來,藉由戶外真實的教學資源；進行有目標、有系統的環境教育教學活動，培養學生對環境的尊重與關懷，進而將藝術美學素落實到日常生活之中，教育的目標才能完整的實現。
The purpose of this research is to explore the concept and lesson plan implementation of applied art and aesthetic literacy in outdoor education in a primary school. Aesthetic literacy is recorded in the course observation records of knowledge, skills, and affection, and the teachers of this study are also observers, reflecting on the teaching of outdoor education courses.
There is a high degree of correlation between art and aesthetic literacy education and outdoor education. The two should work together to carry out targeted and systematic environmental education and teaching activities through the use of real outdoor teaching resources to cultivate students' respect for the environment and Care, and then implement the aesthetic elements of art into daily life, the goal of education can be fully realized.
