| Summary: | 碩士 === 國立屏東師範學院 === 視覺藝術教育研究所 === 91 === For learning forms and teaching methods are changed recently, and education reform in Taiwan, “The Nine-Years Coherent General Curriculum Guideline for Compulsory Education” will be overall implemented. The interactive relationships between art museums and elementary schools are much closer; therefore curriculums of fine art museums for elementary schools we should pay more attention to promote the quality of curriculum designing and implementation. Therefore this essay studies the fine art museums in Taiwan and America, test pilot teaching in Kaohsiung Museum of Fine Arts and tow elementary schools in Kaohsiung to seeks the answers of following questions：
1. What theories does curriculum design of fine art museums for elementary schools base on?
2. What are the essential factors of curriculum design of fine art museums for elementary schools?
3. What are the programs of fine art museums for elementary schools nowadays? How about their content and methods of implementation?
4. Facing the education reform this moment in Taiwan, what are the ways of the curriculum design of fine art museums for elementary schools should obey?
By using study methods of literature analysis, observation, interview, and pilot teaching study, the answers of questions can be derive from the following conclusions:
1. The theories of curriculum design of fine art museums for elementary schools comprise the learning characteristics of fine art museums, art education theories, the characteristics of children learning, and learning theories of museum. Base on these theories, the objective and content of curriculum could divide into three parts with school learning stages.
2. The essential factors of curriculum design of fine art museums for elementary schools include educational objective, educational content, arrangement of educational content, curriculum implementation, and curriculum evaluation.
3. The programs of fine art museums for elementary schools could be divided into student curriculum, teacher curriculum, and teaching resource nowadays. In addition to the affection objective in student curriculum content, we should put emphasis on the technique of visual thinking and appreciation. Teacher curriculum should emphasize the trainings of fine art museum curriculum design and instructional manners, and the teaching resource should emphasize the teaching plan, teaching properties, and the suing of internet resources. The three parts should be constructed in network and developed comprehensively.
4. Facing up to “The Nine-Years Coherent General Curriculum Guideline for Compulsory Education” will be implemented overall, the vertical of the curriculum of fine art museums for elementary schools should link the factors of curriculum design, and base on the humanity to develop the three parts of curriculum comprehensively. Moreover, the horizontal should be able to promote the approaches of cooperation and connect the art museums and elementary schools.
According these conclusions above, this study proposes several suggestions for the reference of the related institutions; wish to benefit the curriculum design of fine art museums for elementary schools.
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