在目前視障教育中，對視障兒童的教育多以生活自理能力為主，相關研究及文獻則著重於改善低視力兒童的學習環境、方法及工具之探討；美術教育則多以手作為主，鮮少以圖像學習為主的繪畫活動。同時對於低視力青少年的藝術教育、藝術鑑賞相關研究及資料都十分缺乏，因此本研究將透過藝術鑑賞課程，研究觀察低視力青少年在課程前後口語表達能力、邏輯思考能力、繪畫表現及美感認知的改變，並將研究結果提供給相關教育者、家長、研究者等，做為未來研究及教育之參考與建議。本研究主要採用行動研究法（action research），在教學課程前安排前測，之後為課程施教，每次施教時間為兩個半小時，共計16週，教學課程分為兩階段，教學課程第一階段以繪畫課程為主，共7週，教學課程第二階段以藝術鑑賞課程為主，繪畫為輔，共9週。並在教學課程結束後安排後測，觀察此教學課程對參與者的影響。經教學觀察及研究結果分析後，本研究歸納出以下結論：一、藝術鑑賞有助於低視力青少年口語表達能力提升；二、藝術鑑賞有助於低視力青少年邏輯思考能力提升；三、藝術鑑賞使低視力青少年繪畫表現改變，包括：（1）更加注重構圖的安排；（2）作品更有故事性；（3）繪畫技法更多元；四、藝術鑑賞有助於低視力青少年美感認知提升；五、藝術鑑賞以角色扮演有助低視力青少年口語表達對自我要求提升。同時本研究也建議藝術教育者、後續研究者在低視力青少年的藝術課程中：一、在美術課程增加藝術鑑賞的內容，不因參與者視力限制而減少其觀賞畫作的機會；二、留意低視力參與者個別的觀畫限制，如同一幅畫作提供兩種大小尺寸，小尺寸畫作供參與者觀賞整體構圖，大尺寸畫作供參與者觀賞細節、提供明度較高的畫作、提供主題性明確的畫作，提供較寫實之畫作；三、適時的提供畫作資料、專業藝術相關知識的說明及補充，擴充參與者藝術相關知識；四、觀察低視力青少年的反常行為；五、留意低視力青少年的學習變化。

The current education landscape for low vision students focuses mainly on self-care abilities, and related studies focus mostly on improving the learning environment, methods, and tools. Art education for students with low vision concentrates mostly on handwork while having few pictorial learning activities. Moreover, there has been a lack of research and information on art education and appreciation for adolescents with low vision. Therefore, this study aims to observe and compare the change in oral expression, logical thinking, and drawing performance skills in adolescents with low vision prior and after art appreciation and drawing courses. This study adopted action research – A pre-test is conducted prior to the courses, followed by a post-test after to measure the impact of the courses on its participants. The courses, divided into two stages, spanned 16 weeks with each lasting two and a half hours. The first stage (seven weeks) focused on drawing skills whereas the second (nine weeks) centered on art appreciation, supplemented by drawing. After observation and analysis, this study concludes the following: 1. Art appreciation improves the oral ability of adolescents with low vision; 2. Art appreciation improves the logical reasoning of adolescents with low vision ; 3. Art appreciation changes the drawing performance of adolescents with low vision, including: (1) higher level of attention to pictorial composition; (2) clearer storytelling in artworks; (3) More diverse drawing techniques utilized; 5. Art appreciation through roleplay improves self-demand of the adolescents with low vision. It is worthy of future researchers and educators to: 1. Expand the content of art appreciation;2. Pay attention to the individual vision limits of participants and optimize the viewing process through providing (1) two sizes of the same drawings – a smaller drawing for viewing composition, and a larger one to observe details; (2) drawings with higher brightness; (3) drawings with clearer themes; (4) drawings that are more realistic; 3. Provide timely information and supplemental professional knowledge on drawings; 4. Observe abnormal behaviors in participants; 5. Observe the changes in the learning of adolescents with low vision.

Alter-Muri, S. B. (2017). Art education and art therapy strategies for Autism spectrum disorder students. Art Education, 70(5), 20-25.
Althouse, R., Johnson, M. H. & Mitchell, S. T. (2003). The colors of Learning: Integrating the Visual Arts into the Early Childhood Curriculum. Columbia University: Teachers College.
Arnett, J. J. (1999). Adolescent Storm and Stress, Reconsidered. American Psychologist, 54(5), 317-326.
Arnheim, R. (1969). Visual thinking. Berkeley: University of California Press.
Axel, E. S. & Levent, N. S. (Eds.) (2002). Art beyond sight: A resource guide to art, creativity, and visual impairment. New York, NY: American Foundation for the Blinds & Art Education for the Blind.
Barkan, M. (1962). Transition in art education: Changing conceptions of curriculum content and teaching. Art Education, 15(7), 12-18.
Bishop, V. E., Barraga, N.C., Denzler, C., & Broussard, L. (1996). Teaching visual impaired children (2nd ed.). American: Charles Thomas.
Castle, P., & Buckler, S. (2009). How to be a successful teacher: Strategies for personal and professional development. London, England: Sage.
Cohn, N. (2012). Explaining I can’t draw: Parallels between the structure and development of language and drawing. Human Development, 55(4), 167–192.
Csikszentmihalyi, M. (1982). Towards a psychology of optimal experience. In L. Wheeler (Ed.), Annual Review of Personality and Social Psychology, 3, 13-36.
Del Giudice, E., Grossi, D., Angelini, R., Crisanti, A. F., Latte, F., Fragassi, N. A., &Trojano, L. (2000). Spatial cognition in children, development of drawing-related (visuospatial and constructional) abilities in preschool and early school years. Brain and Development, 22(6), 362–367.
Divya, V. (2004). Gendered inequality in educational transitions. Economic and Political Weekly, 39(35), 3927-3938.
Duncum, P. (2005). Visual cultural art education: Why, what and how. In R. Hickman (Ed.), Critical studies in art and design education. Bristol, UK: Intellect.
Duvdevany, I., Moin, V., & Yahav, R. (2007). The social life and emotional state of adolescent children of parents who are blind and sighted: A pilot study. Journal of Visual Impairment & Blindness, 101, 160-171.
Eckhoff, A. (2008). The importance of art viewing experiences in early childhood visual Arts: The exploration of a master art teacher’s strategies for meaningful early arts experiences. Early Childhood Education Journal, 35,463-472.
Eisner, E. W. (1978). What do children learn when they paint? Art Education, 31(3), 6-10.
Elksnin, L. K., & Elksnin, N. (1998). Teaching social skills to students with learning and behavior problems (cover story). Intervention in School & Clinic, 33(3), 131.
Erikson, E. H. (1968). Identity: Youth and crisis. New York: W. W. Norton and Company.
Feldman, E. B. (1967). Art as image and idea. Englewood Cliffs, NJ: Prentice-Hall.
Foster, K., McCloughen, A., Delgado, C., Kefalas, C., & Harkness, E. (2015). Emotional intelligence education in pre-registration nursing programmes: An integrative review. Nurse Education Today, 35(3), 510-517.
Freedman, K., & Wang, S. C. (2003). Changing directions: Shifts in contemporary art education. Journal of Aesthetic Education, 132, 58-64.
Funch, B. S., Krøyer, L. L., Roald, T., & Wilde, E. (2012). Long-term effect of aestheticeducation on visual awareness. Journal of Aesthetic Education, 46(4), 96-108.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Gardner, H., & Winner, E. (1985). First intimations of artistry. In S. Strauss (Ed.), U-shaped behavioral growth. New York, NY: Academic Press.
Golomb, C. (2004). The child’s creation of the pictorial world. Los Angeles: University of California.
Gooding-Brown, J. (2000). Conversations about art: A disruptive model of interpretation. Studies in Art Education, 42(1), 36-50.
Haanstra, F. (1996). Effects of art education on visual-spatial ability and aesthetic perception: A quantitative review. Studies in Art Education, 37(4), 197-209.
Harms, E. (1973). Art psychotherapy and the prophylaxis of psychic healing. Art Psychotherapy, 1(3-4), 185-192.
Heid, K. (2008). Care, sociocultural practice, and aesthetic experience in the art classroom. Visual Arts Research, 34(1), 87-98.
Hubard, O. M. (2015). Art museum education: Facilitating gallery experiences. London, UK: Palgrave Macmillan.
Huurre, T. M., & Aro, H. M. (1998). Psychosocial development among adolescents with visual impairment. European Child & Adolescent Psychiatry, 7, 73-78.
Jensen, E. (2001). Arts with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Kauffman, J. M. (2005). Characteristics of emotional and behavioral disorders of children and youth. Columbus, OH: Merrill.
Kramer, K. P. (2013). Learning through dialogue: The relevance of Martin Buber’s classroom. Lanham, MD: Rowman & Littlefield Education.
Lowenfeld, V., & Brittain, L. (1987). Creative and mental growth (8th ed). New York: MacMillan.
Malchiodi, C. A. (Ed.). (2003). Handbook of art therapy. New York: Guilford Press.
Mohanraj, B., Chinnadurai, I. S., Balakrishnan, S., & Thiruvengadam S., (2016) Assessment of psychological and psycho-physiological problems among visually impaired adolescents. Iran J Psychiatry Behav Sci., 10, 1-8.
Phllis, K. M., Katherine, M., & Martha, J. C. (1996). Adaptations for young children with visual impairments in regular settings. Early Childhood Education Journal, 23(4), 231-233.
Piaget, J., & Inhelder, B. (1967). The child’s conception of space. New York: W.
Runco, M. A. (2004). Creativity. American Review of Psychology, 55, 657-687.
Savva, A., & Trimis, E. (2005). Responses of young children to contemporary art exhibits: The role of artistic experiences. International Journal of Education & the Arts, 6(13), 1-23.
Shapiro, D. R., Moffett, A., Lieberman, L., & Dummer, G. M. (2008). Domain-specific ratings of importance and global self-worth of children with visual impairments. Journal of Visual Impairment & Blindness, 102, 232-244.
Singer, J. L. (1999). Imagination. In M. A. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity (2nd ed.). San Diego, CA: Academic Press.
Striker, S. (2001). Young at art: Teaching toddlers self-expression, problem-solving skills, and an appreciation for art. New York: H. Holt.
Suvak, P. A. (1999). What do they do? Activities of teachers of students with visual impairtments. Re: View, 30(4), 181-191.
Taunton, M. (1983). Questioning strategies to encourage young children to talk about art. Art Education, 36(3), 40-43.
Taylor, R. (1999). Understanding & investigating art: Bringing the National Gallery into the art room. London: Hodder & Stoughton.
Vinter, A., Bonin, P., & Morgan, P. (2018). The severity of the visual impairment and practice matter for drawing ability in children. Research in Developmental Disabilities, 78 ,15-26.
Wagner, E. (2004). Development and implementation of a curriculum to develop social competence for students with visual impairments in Germany. Journal of Visual Impairment & Blindness, 98, 703-710.
Walsh, S. P., White, K. M., & YooungKatherine, R. M. (2009) The phone connection: a qualitative exploration of how belongingness and social identification relate to mobile phone use amongst Australian youth. Journal of Community and Applied Social Psychology, 19(3), 225-240.
Webster, A., & Roe, J. (1998). Children with visual impairment: Social interaction, language and learning. New York: Routledge.
Yenawine, P. (2013). Visual thinking strategies: Using art to deepen learning across school disciplines. Cambridge, MA: Harvard Education Press.
Zander, M. J. (2004). Becoming dialogical: Creating a place for dialogue in art education. Art Education, 57(3), 48-53.
Zeki, S. (1999). Art and the brain. Journal of Consciousness Studies, 6(7), 76-96.
Zuber-Skerritt, O. (2001). Action learning and action research: paradigm, praxis and
programs. In Sankaran, S., Dick, B., Passfield, R., & Swepson, P. (Eds.), Effective change management using action research and action learning: Concepts, frameworks, processes and applications. Lismore: Southern Cross University Press.
王亞非、吳滿意 （2014）。大學生網路成癮的特徵分析及研究路徑探索。電子科技大學學報（社會科學版），16（2），85-88。
伊彬、邱佳勳、 陳翊慈（2019）。低視力兒童繪畫表現特徵與教學策略初探。藝術教育研究，37，1- 48。
伊彬、徐春江（2008）。從不同形式的描繪對象來看全盲者的空間表現發展末階。 藝術教育研究，15，71-100。
伊彬、張婉琪（2013）。先天全盲者觸知圖形發展探討。藝術教育研究，22，1- 36。
伊彬、蘇育萱（2017）。教導青春期前期全盲兒童學習自然寫實繪畫之限制與取代策略。國際藝術教育學刊，15（1），151-172。
全國法規資料庫（2020）。兒童及少年福利與權益保障法。搜尋於2020年7月17日，檢索自law.moj.gov.tw/LawClass/LawAll.aspx?PCode=D0050001
行政院衛生福利部（2018）。新制身心障礙鑑定。搜尋於2020年4月20日，檢索自www.mohw.gov.tw/mp-1.html
何華國（2004）。特殊兒童心理與教育。台北市：五南。
李永昌（1998）。論視障生巡迴輔導教師。臺東特教簡訊，8，19-24。
杞昭安（2009）。視障輔具導覽手册。臺北巿：國立臺灣師範大學特殊教育學系。
林雅容（2009）。自我認同形塑之初探：青少年、角色扮演與線上遊戲。資訊社會研究，16，197-229。
邱寶儀（2019）。臺灣六至十五歲低視力兒童之繪畫分析（未出版碩士論文）。國立臺灣師範大學，台北市。
侯禎塘（2002）。兒童美術發展與特殊兒童美術教育。特殊教育叢書，34（4），67-117。
凃嘉玟（2005）。青少年網路成癮因素之探討與預防之道。諮商與輔導，232，29-35。
洪寶蓮、韓楷檉（2009）。表達藝術對醫學生 情緒管理之影響。台灣藝術治療學刊，1（2），1-11。
香川邦生（主編）、豬平真理、大內進、牟田口辰己（2013）。視覺障礙教育導論〔視覚障害教育に携わる方のために〕（賀夏梅、吳純惠譯）。臺北：華騰文化。（原著出版2010）。
徐文志（1983）。視障兒童的親職教育。臺北：臺北市教育局。
徐詩媛（2003）。低視力兒童美術造形之研究（未出版碩士論文）。國立花蓮師範學院幼兒教育學系碩士班，花蓮縣。
教育部（2013）。身心障礙及資賦優異學生鑑定辦法。教育部臺教學（四）字第1020125519B 號令修正發布第8條至第14條；增訂第7條之1條文。
莊素貞（2000）。現任視障教育教師專業知能之研究。特殊教育研究學刊，18，105-125。
許志雄（2006）。社會技巧教學對增進視覺障礙學生社會能力之研究（未出版碩士論文）。國立高雄師範大學，高雄市。
陳坤虎、雷庚玲、吳英璋（2005）。不同階段青少年之自我認同內容及危機探索之發展差異。中華心理學刊，47（3），249-268。
陸雅青（2001）。藝術治療：繪畫詮釋：從美術進入孩子的心靈世界（第二版）。臺北市：心理。
傅秀媚（2001）。特殊教育導論。臺北市：五南。
曾怡惇、廖焜熙（2011）。盲生化學實驗課合作教學行動研究。特殊教育學報， 33，1-28。
楊雅婷、陳奕樺（2014）。認知策略、心情沉靜狀態、課室專注力與學業成就之關聯：以台灣一所高級職業學校為例。教育學報，42（2），23-50。
萬明美（2001）。視覺障礙教育。臺北市：五南書局。
劉信雄、王亦榮、林慶仁（2008）。視障學生輔導手冊。臺北市：教育部。
魏希聖、李致中、王宛雯（2006）。高中職學生網路成癮之危險因子與偏差行為研究：以臺中縣霧峰大里地區為例。臺中教育大學學報，20（1），89-105。
羅美蘭（2007）。鑑賞與脈絡學習在藝術師資培育的應用研究：跨文化的觀點與在地教學行動研究的省思。 藝術教育研究，13，95- 121。