摘要
本研究，基於對現行國內美術館線上課程，偏重指導式教學的現象，有所困惑，而發展出的行動研究。
研究者本於建構式教學在美術館的教育理論與實體課程，均具有可行性；同時網路具有實踐建構式教學的優勢，因此以問題導向學習為例，試圖在美術館線上課程，實踐建構式教學。基本上，是從理論發展出的行動研究，經過前導性和正式行動教學，最後訪談故宮人員，修正出美術館實務上可行的方案，希望能處理美術館線上課程，偏重指導式教學策略的現象。

本研究的結論
一、國外美術館線上課程的教學策略，也少使用建構式教學，難提供國內美術館線上課程參考
二、在美術館線上課程，實施建構式教學，能提供不同的教學策略和學習觀點，是可進一步探討的問題
三、「實踐建構式教學的美術館線上課程—以問題導向學習為例」是從前導性行動教學中，發現問題，再修正出更具實踐性的正式行動教學
四、行動教學的成效
（一）Facebook社群網站，適用於實踐建構式教學的美術館線上課程（以問題導向學習為例），但需定期複製資料，供研究使用
（二）透過1、鼓勵學生主動、積極學習的方式；2、引導學生討論的處理方式；3、延遲工作進度的處理方式；引導學生具備問題導向學習的精神
（三）使用問題導向學習策略，注重學生自我導向學習能力的培養，能減輕教學者傳授跨領域知能的壓力
（四）証實美術館的線上課程，有使用建構式教學的可能性，並且在知識、技能和態度三方面的學習成效，堪稱良好
（五）將學習主導權交給學生，各組學習成果呈現多樣的變化。但學習成果偏重資訊技術的展現，對美術館作品的導覽內容，深度略為不足
（六）驗証此線上課程，可學到相關知能，但可能會偏重學生負責的部分，較難全面理解完成任務所需的知能
（七）本研究以打字進行線上課程，可處理遠距學習的問題，但無法取代面對面教學
五、分享研究成果並訪談實務工作者，提出美術館實務上可行的修正方案

本研究的建議
一、對美術館的建議
（一）建構式學習提供不同於指導式教學的學習觀點，是值得在美術館線上課程，執行的教學策略
（二）科技進步，更容易實施建構式的美術館線上課程，正是轉變的好時機
（三）可以下一循環的修正方案，在實務上實踐建構式的美術館線上課程
（四）可在美術館，舉辦線上教師研習、線上教育活動和館校合作的線上課程，來實行下一個循環修正方案
二、對教學者的建議
（一）從行動教學中，歸納出教學過程的引導方式，可具體提供教學者參考
（二）跨領域的學習方式，不可能具備所有專長，承認自己的不足，教學相長
（三）注意問題導向學習任務的設計，給予較長的學習時間，能讓學生更全面地理解，完成任務所需的知能
三、對後續研究的建議
（一）可選擇時空距離更遠的學習者，應更能突顯線上課程的特色
（二）可以視訊溝通做後續研究

Abstract
This study explored the online courses of domestic art galleries and the phenomenon of the courses focusing on instructional teaching. It is an action research generated by the confusion of this phenomenon.
Constructivist teaching is feasible in the art museum’s educational theories and courses; Internet has the advantage to implement a constructivist teaching. Hence, the problem-based learning was taken as an example. It attempted to implement constructivist teaching in the online courses of art galleries. Basically, it is an action research based on theories. In the beginning, leading and formal action teaching were performed, and then personnel at National Palace Museum were interviewed in order to find out the feasible and practical option for art museum. It is expected to change the phenomenon of art museum’s online courses which focuses on instructional teaching.

Results of this study:
1. The online courses of foreign art galleries seldom adopt constructivist teaching either. The online courses of domestic art museum can hardly refer to them.
2. If the online courses of art museums implement constructivist teaching, it will provide different teaching strategies and viewpoints of learning, which also can be further explored.
3. “An action research of implementing the constructivist teaching methods in art museum online courses—a problem-based learning example” found out problems in leading action teaching and modified them to result in more practical formal action teaching.
4. Effects of Action Teaching
(1) The community website Facebook is suitable for implementing the online courses of art museum’s constructivist teaching (taking example of problem-based learning). But the information should be collected regularly for studies.
(2) The methods include: A. Encourage the students to learn actively and initially; B. Guide the students to discuss with others; C. Delay the work progress, to guide the students to ask questions and enable the students to acquire the problem-based learning ability.
(3) Utilize the strategy of problem-based learning and pay attention to the training of students’ self-oriented learning ability, which can also reduce the pressure of teachers to teach cross-disciplinary knowledge and skills.
(4) It was proved that it is possible to adopt constructivist teaching in the online courses of art museum. Also good effects are achieved in the three aspects of knowledge, skills and attitude.
(5) The dominant power of learning was handed over to the students. Different groups had different results. Their learning achievements laid particular stress on the display of information technology. However the introduction of the art galleries’ articles and the depth were not enough.
(6) It was proved that students can learn related knowledge and skills from the online courses, but it lays particular stress on those in which the students are responsible and it is difficult to understand the knowledge and skills necessary for completing all the tasks.
(7) This study performed online courses through typing. This can be used for long distance learning, but it can’t replace face to face teaching.
5. The study results were shared and the people involving in the field were interviewed. The modified option for practical business of art museum was proposed.

Suggestions of this study:
1. Suggestions for art galleries
(1) Constructivist teaching can provide viewpoints of learning which is different from that of instructional teaching. It is a teaching strategy worthy for the online courses of art museum.
(2) With advanced technology, it is easier to implement the constructivist online courses of art galleries and it is a perfect time to do it now.
(3) The modified option of next circle can be adopted to implement the constructivist online courses of art galleries.
(4) Online teacher training classes, online education activities can be hold at art galleries. The cooperation between art galleries and schools can also be carried out to execute the modified option of next circle.
2. Suggestions for the teachers
(1) From action teaching, the leading method in the teaching process is induced as concrete references for teachers.
(2) The learning method of cross disciplinary indicated that it is impossible to possess all specialties. Admit your disadvantages and learn from teaching.
(3) Pay attention to the design of problem-based learning task. Give the students more time so that they can understand more completely and learn all necessary knowledge and skills for completing the tasks.
3. Suggestions for future studies
(1) Learners from farther places can be investigated to indicate the features of online courses.
(2) More studies involving in video communication can be performed.

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