本研究在探討國中美術課程如何結合美術館學習之教學，透過文獻的探討、訪談、學習評量問卷與教師行動研究之研究方法，欲解決三個待答問題：一、國中學生非要到美術館學習嗎？二、學校與美術館應如何互動，才能發揮出符合彼此學習目標的美術館學習之教學活動模式？三、一趟美術館參觀的戶外教學，美術教師在美術館特殊的學習情境優勢下，其專業角色的扮演與如何安排寓教於樂之教學活動呢？ 以提出國中美術課程相關之美術館教育學習的建議，並透過館與校合作的模式及教案之設計、執行與觀察評鑑之途徑提供美術館相關教育活動計畫之參考之研究目的。 研究之分析結果與以歸納，得到以下三個結論和建議：一、美術館學習相較於學校學習的優勢：美術館是提供與擴展美術學習經驗的場域，教師結合其資源優勢，進行學科取向的美術教學，創造良好經驗，並達成國中美術課程相關之美術館學習建議的目的。二、以解決國內「館方主導」或「學校主導」缺點。同時國中教師須克服將學生帶出學校的行政手續，與美術館資源如何利用的挑戰。三、國中學生美術館學習需以教師專業課程設計適時引導。美術館學習教師結合館校之課程設計，宜以「主題」式為館校學習合作的學習目標。 This research discusses the teaching that how to combine artistic courses of junior high school with museums. Through the discussion of literature, interview, evaluation questionnaires and teachers’ action research, there are there questions needed to solve.1. Need junior high school students go to the museums to learn?2. In order to reach the best goals of museum learning activity model, how does the school interact with the museum?3. How does an art teacher play his professional role and setup the teaching activities? With the advice of related junior high school art courses of museum education learning, and through the cooperation model of schools and museums, design of teaching project, executive and observed evaluation, we can find the research objective about museum educational activity programs. There are three conclusions:1. The superiority of museum learning over school learning is that museums are the place to offer and aboard the experience of art learning. Teachers can use the resources to process the subject teaching, create good experience and attach the goal of junior high school students’ museum learning.2. To solve the problem of “museum leading” or ”school leading”: Teachers should overcome the school administrative formality and take advantage of the resources of museums.3. Museum learning of junior high school students should follows the professional course design. Teachers may design “themes” as the goal of museum and school cooperation learning.
