當學童進行繪畫活動時我們如何瞭解其繪畫表現？我們以什麼來評量學生的藝術表現？由於有與多不同的繪畫發展理論使我們不太容易更清楚的欣賞兒童的表現的原貌。
本研究目的在於釐清為何這麼多學童或成人會表示「自己不會畫畫」或「沒有畫畫天分」。果真如他們所述？以教師的觀點而言，我們可以為這種現象做些什麼？對於教師而言不僅對於學童作品的分析；瞭解學生的繪畫過程也同樣能提供學童繪畫發展的重要線索。
本研究中以Goodenough-Harris畫人測驗來區別學生的表徵能力，並且進行受訪學童、教師、 與父母的訪談以瞭解彼此對於繪畫活動有關信念的差異。在學童畫人的過程中，筆者將繪畫過程標定並且區分為「停筆時刻」與「持續動筆時刻」以進行對於學童繪畫行為的分析與探討。
最後，提出對於教學與後續學生繪畫研究的建議。

How can we realize the performance when school children are drawing?
What can we use to evaluate the art performance? Since there are many different theories, it’s little hard for us to appreciate the native performan-
ces by children.
The purpose of the study is to make it clear about why so many school children or the adults always say that “ I can even not draw anything…”
or ”I have no gift for painting…”.Is that true? On the view point of art teachers what can we do about it? For a teacher not only art works but the processes also are so importance hints to see the art development of our students.
Goodenough-Harris DAM Test was used to classify the students’ capability of representation. I also interviewed the students, teachers and parents to see the differences between each other’s belief in art activities.
During the time students drawing a person, index and separate them into ‘cease moving time’ and ‘stay moving time’, for more delicate analyzing and discussing about students’ performances.
The suggestions for instructional method and advanced research in students’ drawings are discussed.

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