因應數位化的來臨，數位藝術在國小藝術與人文領域已是不可忽略的教學新趨勢。在九年一貫課程綱要中，資訊科技為六大議題之一，培養學生具備運用資訊科技的基本知識與技能，被視為國民教育欲達成的重要能力指標之一。藝術與人文領域分段能力指標中，更提到了「結合科技，開發新的創作經驗與方向」，希冀學生能將科技應用於藝術創作上，探索出不同風格的藝術創作。這無不說明數位藝術在國小視覺藝術教學上是不可忽略的一環。 本研究旨在以知識地圖分析國小高年級學生數位藝術之素養，問卷乃依據九年一貫課程的能力指標等相關文獻資料，及筆者教學經驗所建構的數位藝術知識地圖來設計，以瞭解國小學生數位藝術學習情形。 依據研究目的與方法，本研究的發現與結論為：(1)各校相關資訊課程開設普遍，唯「動畫軟體」及「網頁製作軟體」在相關課程安排中略顯不足；(2)資訊能力三項構面中，動態軟體學習能力較為低落；(3)國小高年級學生藝術涵養高於平均水準，表現理想。 Due to digitization, the teaching of digital art in arts and humanities has become a new teaching trend in elementary school and cannot be ignored. Furthermore, information technology is one of the six subjects in the Grade 1-9 Curriculum Guidelines. Students cultivating basic information technology knowledge and skills is considered an important capability for discovering and learning art creation and innovation. In the competence indicators or benchmarks used in arts and humanities, integrating science with technology can stimulate new developments in creative experience and direction. Therefore, visual art teaching cannot be neglected in elementary school. This study attempts to analyze a knowledge map for digital art accomplishment of senior students in elementary school. To understand the situation of student digital art learning, this study designs a questionnaire based on the knowledge map, the related literature, and personal teaching experience. This study finds: (1) courses on information technology generally were taught, but animation software and web authoring software generally represented a relatively small part of the relevant curriculum; (2) dynamic software has relatively low ability to processing information in three dimensions; (3) senior students in elementary school have above average performance in art conservation.
