本論文的研究是以繪畫風格鑑賞作為研究主題，探討繪畫風格鑑賞教學的相關理論基礎，並設計國小繪畫風格鑑賞教學活動，針對國小五年級學生進行實驗教學，以了解其對國小學生的繪畫風格鑑賞能力之影響。研究對象則取自台北市建安國小五年級學生兩班，萬芳國小五年級學生一班，共計學生101人（男生46人，女生55人）。參加實驗之班級採隨機分派的方式分為實驗組一，實驗組二，及控制組各一班。其中實驗組一接受美術鑑賞統合教學法教學，實驗組二接受傳統講述教學法教學，實驗這兩組均接受為期十週，每週八十分鐘的繪畫風格鑑賞實驗教學活動，控制組則接受一般美術教學法之教學。各組學生均先接受「瑞文氏智力測驗」以及「繪畫風格鑑賞能力測驗」前測，經實驗處理後，再接受「繪畫風格鑑賞能力測驗」後測。本實驗採不相等控制組設計，以「美術鑑賞統合教學法」、「傳統講述教學法」與「一般美術教學法」為實驗處理，同時以繪畫風格鑑賞能力（包括美術認知能力與繪畫作品風格辨識能力兩部份）為依變項。實驗結束之後，以「瑞文氏智力測驗」分數與「繪畫風格鑑賞能力測驗」之前測分數為共變項，使用單因子多變項共變數分析進行統計分析，以驗證美術鑑賞統合教學法對繪畫風格鑑賞能力學習成效之影響。此外，並以性別作為自變項，繪畫風格鑑賞能力為依變項應用組別×性別之二因子共變數分析，以驗證男女性別對繪畫風格鑑賞能力之學習成效之影響。
茲將本實驗研究的主要發現，摘述如下︰
一、美術鑑賞統合教學法對國小五年級學生的美術認知能力之學習成效，有顯著的影響效果。
二、美術鑑賞統合教學法對國小五年級學生的繪畫作品風格辨識能力之學習成效，有顯著的影響效果。
三、美術鑑賞統合教學法對國小五年級學生的繪畫風格鑑賞能力之學習成效，有顯著的影響效果。
四、繪畫風格鑑賞能力之學習成效不會因學生之性別而有所差異。
最後，藉由上述研究發現，研究者並對實驗研究結果與限制提出討論，以及對國小的繪畫風格鑑賞教學與未來的進一步研究提出建議。

This reasearch subject is baesd on painting style appreciation and discussion of related theory basis of appreciation teaching method ; moreover,this research focus on an experimental fifth grade elementary school student in order to understand the appreciation influences for those students. The research choose two classes of Jiann-An elementary school fifth grade student and one class of Wan-Fang elementary school fifth grade student, totally 101 students (46 boys and 55 girls). An experimental class use random distribution method to divided into Experimental group 1, Experimental group 2 and Control group. Experimental group 1 apply fine arts appreciation integration teaching method, Experimental group 2 apply traditional lecturing teaching method. Those two groups take 10 weeks, 80 minutes per week fine arrts appreciation experiment teaching activities, and Control group take general fine arts teaching method. Each student took 「Raven IQ Test」and 「Painting Style Appreciation Ability Test」pre-test, after experiment has been managed, then take「Painting Style Appreciation Ability Test」post-test. This experiment use nonequivalent-control group design, which based on 「Fine arts appreciation integration teaching method」、「Traditional lecturting teaching method」and 「General Fine arts teaching method」, Painting style appreciation Ability (including fine arts recognition ability and painting works style identify ability) as dependent variable. After an experiment, then combine the「Raven IQ Test」score with the「Painting Style Appreciation Ability Test」pre-test score as covariate to process multivariate analysis of convariance to identify the influences of fine arts integration teaching method to the painting style appreciation ability learning performance. Besides, we use sex as a independent variable, painting style appreciation ability as a dependent variable, then each group times gender's two- factor analysis of covariance to identify the influence of male/ female to the painting style appreciation ability learning performance.
As following shows the main discoveries under this experiment:
1. There is an obvious influence effect on fine arts appreciation integration method for those fifth grade elementary school student's recognition ability learning performance.
2. There is an obvious influence effect on fine arts appreciation integration method for those fifth grade elementary school student's painting works style identify ability learning performance.
3. There is an obvious influence effect on fine arts appreciation integration method for those fifth grade elementary school student's painting style appreciation ability learning performance.
4. There is no gender difference for the painting style appreciation ability learning performance.
Finally, the researchers provide an experimnetal teaching result and limitation, and suggestions for the further research for the elementary school painting style appreciation teaching method.