本研究以臺南市國小附設幼稚園之混齡班級為研究對象，在現場進行四個半月的教學研究，探討教師如何運用圖畫書發展出適合運用在幼稚園藝術鑑賞教學之課程，並瞭解運用圖畫書導賞教學策略於教學活動的實施歷程與成效。透過教學的觀察記錄、省思、對話及檢核資料，進一步探究透過圖畫書導賞教學之過程，瞭解幼兒在藝術思考方面的能力。
本研究發現，從幼兒藝術創意思考能力的展現來看，幼兒藝術創意思考能力是透過藝術語言的討論來展現，幼兒運用藝術語言的類型包含描述性、分析性、解釋性、評價性等四個類別，在實地運用狀況中，以描述性、分析性類別之藝術語言較為顯著。
幼兒藝術討論層次並非依循著描述、分析、解釋、評價的順序進行。幼兒的藝術對話出現頻率最高的是「分析性」的藝術討論，尤其又以「視覺要素」類別最多。
The objectives of present study are to look into the development of proper drawing courses in kindergartens and the response when picture books were applied in the teaching process. This research was conducted in a class with mixed-age (4~6) children in a public kindergarten in Tainan City. Based on 1.) the observation and recording of children’s learning process, 2.) the reflective papers, 3.) the dialogues between the researcher and the homeroom teachers and 4.) the drawings by the children, the correlation between the inspirations on children's artistic thinking and creativity and the application of picture books in the teaching process were investigated. Research results show that children’s artistic thinking and creativity abilities can be found from their artistic languages which normally can be divided into four types, including “description”, “analysis” ,”interpretation” and “evaluative criticism”. Among these, the “description” and the “analysis” are the major two types the children frequently used. Children’s artistic discussion does not follow the processes of description, analysis, interpretation and evaluative criticism. The most frequent dialogue among their languages.
