摘要
本研究藉由教導三位12歲全盲青少年前期初次學習繪畫，進行為期整個學期的繪畫教學課程，觀察三位全盲青少年兒童繪畫發展階段特徵，並提出適當的教學策略建議。參與者皆為就讀於普通國小六年級，透過研究者給予參與者前測的結果，了解參與者繪畫原始能力來設計教案，進行16週每週一次約一小時的一對一教學。課程規劃教導低於同年齡明眼兒童所使用的繪畫策略，並避開全盲者難以學習的自然寫實階段透視。研究結果發現三位參與者都有進步，其中以先天全盲無光覺也無色覺的參與者Ｂ進步最為顯著，能以直角投射畫出複雜的人物細節與量感，再分化出不同人物間的特徵，並能在構圖空間上採多條基底線的策略，充分掌握近低遠高的原則，需要時能使用部分遮蔽策略表達遠近，並透過圖像語彙傳達主題與情感。參與者繪畫發展末端以「再分化」取代高階的投射系統。在構圖方面，以其他單眼靜止深度線索取代高階投射系統造成的圖面深度。研究結果建議：教導初次學習繪畫的全盲兒童，教學者可以教導盲人最容易理解與學習的直角投射系統去表達物件，並規劃貼近生活的課程主題讓兒童透過生活經驗來作畫，並製作較多細節的靜物，給予多元的刺激，提升參與者的觀察力。教學關鍵整理說明如下。
1. 問答互動有助於參與者畫出更多細節。
2. 不執著全盲者難以理解的高階透視教學以免讓參與者失去信心。
3. 給予多練習的機會讓參與者熟能生巧。
4. 教學者耐心傾聽可以建立與參與者良好的互動。
5. 教學環境安靜舒適可以提升學習成效。
6. 設計個人化教具引起動機，提升兒童的繪畫興趣。
7. 因應高年級兒童能力可設計較困難的主題，使表現更多細節。

Abstract
In this study, three totally blind 12-year-olds who were drawing beginners were invited to participate in a drawing course that lasted for one academic term. The drawing development of the subjects was observed to propose strategies for teaching drawing to visually-challenged or impaired students. The participants were sixth-graders at public primary schools. They were asked to take a preest in which their initial drawing capability was determined. A 1-hour, one-to-one drawing course that spanned 16 weeks was designed on the basis of the pretest results. During instruction, the subjects were taught drawing skills at a level lower than that of their sighted counterparts of the same age. Perspective drawing in naturalism, which is difficult for the blind to learn, was excluded from the course.All the participants improved their drawing capability. Notably, Participant B, who were born without light or colour perception, made the most significant improvement and was capable of drawing the details of human figures with precision through orthogonal projection, differentiating the attributes of different figures, applying multibaseline techniques in spatial configuration, utilising partial occlusion to draw objects at proper heights and distances, and employing graphic symbols to convey thematic and emotional elements. In the final stage of their drawing development, all subjects learned redifferentiation instead of projection methods (which are challenging for the blind) and used monocular static depth cues during drawing composition to replace pictorial depth cues created through the methods. In sum, totally blind children who are just starting to learn drawing can be equipped with orthogonal projection (the most intelligible and learnable drawing method for the blind) to portray objects. They can also be instructed to create drawings that depict sophisticated static objects from their everyday lives and be exposed to different visual stimuli to improve their observational capabilities. Moreover, teachers can adopt the following strategies to facilitate blind students’ learning of drawing:
- Helping the students to draw in greater detail through question-and-answer activities.
- Avoiding causing frustration among the students when teaching perspective drawing, which is elusive to the totally blind.
- Providing ample opportunities for the students to hone their drawing skills.
- Listening attentively to the students whenever necessary to cement the teacher–student relationship.
- Building a quiet, comfortable teaching environment to improve learning outcomes.
- Using customised teaching materials to motive the students.
- Designing challenging themes for blind students in higher grades to learn to capture finer details when drawing

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