低視力兒童由於視覺缺陷，造成他們對周遭環境的探索受到了限制。且視障巡迴教師對視障學生的輔導也多著重於盲生以及生活自理能力，忽略了低視力兒童剩餘視力的使用及藝術教育的需求。本研究採行動研究法與觀察法，研究對象分別為一女二男之中、低年級低視力兒童，16堂繪畫課程，每堂60分鐘採一對一教學。透過多樣的實物模型，培養低視力兒童的觀察力，達到物件辨認、分化、描繪特徵之能力，彌補低視力兒童對事物認知及概念建立的不足。研究結果顯示：參與者的前、後測比較有明顯進步，多樣的刺激物及教學策略，不僅能增加參與者的視覺經驗外，也能培養他們觀察事物的能力。教學後參與者作品中的人物、事件、場景細節增加，並能準確描繪出物品的特徵及造型輪廓。經教學觀察及研究結果分析後，本研究歸納出以下結論：一、實物模型融入繪畫教學有正向影響；二、低視力兒童繪畫教學策略之建議：（1）因材施教，適性教學；（2）繪畫主題與生活經驗結合；（3）多樣的實物模型及視覺刺激物能拓展認知，正確掌握物件特徵；（4）情境體驗加深學習印象及視覺經驗，豐富作品內容；（5）操作木偶人改變圖式期僵化的肢體動作；（6）觸覺感官與平面圖卡增加描繪對象的細節；（7）寫生培養個人觀察能力，盡量避免臨摹教學；（8）口語互動豐富繪畫內容，正向鼓勵提升自信心。三、繪畫媒材與教材教具選擇：（1）依據視力狀況提供適合的繪畫媒材；（2）提供易辨識色彩的畫筆以利選擇；（3）模型尺寸易掌握且擬真度高；（4）教材設計顏色對比要大；（5）教學環境配置適當。四、低視力兒童的繪畫特徵：（1）一筆劃完成物體外輪廓；（2）作品僅大面積填色，小面積則保留輪廓線；（3）手眼協調不足影響物體弧度造形的掌握度；（4）視野狹窄造成兒童局部作畫、線條無法順利連接、物件描繪僅靠紙張邊緣之繪畫特徵（5）有色紙張影響畏光兒童的顏色辨識能力。

Because low-vision children are limited by their visual deficiencies, they have difficulty in exploring the environment. The visually impaired teachers pay more attention to blind students and self-care ability, neglecting the use of residual vision and the need of art education for low-vision children. This study adopts the action research and observational method. The participants were three low-vision children, two from lower grade (grades 1-2) and one from middle grade (grades 3-4) in elementary school. The courses include sixteen 60-minutes lessons every week by one-to-one teaching. Through a variety of 3D models to cultivate the observation ability of low-vision children and achieve the ability to identify, differentiate, characterize objects, and to make up for the lack of awareness and concept establishment. The results of the study showed that the participants had significant progress in the comparisons of pre and post-test, indicated various stimulants and teaching strategies had a significant positive impact on the participants' image performance and story expressions. The following four conclusions were reached based on the process of developing and improving the teaching method and the analysis of the study results. First, the positive influence of the 3D model into the drawing teaching. Second, the teaching strategy recommendations: (1) Teaching students in accordance with their aptitude (2)Drawing subjects combined with life experiences. (3) Diverse 3D models can expand low-vision children’s cognition and correctly depict the object characteristics. (4) Situational experience deepens learning impressions and visual experiences, enriching the content of drawing. (5) Using puppets to change the monotonous body movements at the schematic stage. (6) Sketching can cultivate observation ability, try to avoid copying when teaching. (7) Tactile and 2D cards can increase the details of the object drawings. (8) Oral communication enhances drawing performance, encouragements increase self-confidence.Third, the drawing materials and textbooks need to be used: (1) According to different visual condition to provide suitable drawing materials. (2) The colors of drawing pens should be easy to recognize. (3) The sizes of 3D models should be easy to take and high fidelity. (4) The color contrast of textbooks should be effective. (5) Provide a comfortable teaching environment. Third, the low-vision children's drawing characteristics: (1) Complete drawing outlines by just one stroke. (2) Only coloring a large area, small areas just remain the outline. (3) Poor curvature of the shapes; (4) Narrow vision children have following features: partial painting, the lines are not connected smoothly, the objects are drawn closely to the edge of the paper. (5) Colored papers affect color recognition ability of children with photophobia.

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