本研究以「問題引導繪圖教學增進兒童繪畫表現能力」課程設計與教學，問題引導教學目前多以使用於故事敘述、課堂討論等課程中，本研究則透過問題引導教學運用於孩童美術教學中。

以行動研究的模式進入課堂中實施研究教學課程，實驗對象以八位國小二年級學童為主，透過實驗研究，將以『自由繪畫創作』、『問題引導繪畫創作』、『拼貼創作』與『問卷與訪談』部分，檢視孩童以繪圖作為回答方式的過程中的學習狀況，探討藉由問題引導的方式對於兒童繪畫表現能力與構想豐富性及創造力提昇之成效。資料收集的面向包含：參與觀察、訪談、問卷與孩童作品分析等。
透過問題引導繪圖的引導繪圖教學中，歸納出下列結論：
1. 問題引導繪畫教學對提昇孩童創作內容豐富度孩童生活關連性與情緒抒發。
2. 問題引導提供孩童將概念並轉化為圖像的訓練。
3. 問題引導教學有助於提昇孩童繪畫內容豐富性。
根據研究結果，對於兒童繪畫教學與課程設計方面提出建議。

The “Guided Reciprocal Questioning (GRQ) Method” is a teaching program to enhance the logical thinking and creating ideas. This method usually use in storytelling and the discussion course. This study aimed to explore the progress of Guided Reciprocal Questioning in art education to enhance children’s drawing representation. The experiment subjects are 8 students from elementary second grade. The experimental research use reciprocal questions to guide children draw the answer down in the curriculum. To find out the impact of children’s drawing representation ability and learning. The guided reciprocal questioning test assesses the difference in comprehension of children before and after research education. Analysis and conclusions are made based on the preceding information. The findings are:
1. The guided reciprocal questioning progress enhance children’s story content in drawing, children can express their living relevance and their own emotions.
2. The study could be the training courses for children to turn their thought into drawing creation.
3. The Guided Reciprocal Questions were directed to increase children’s drawing content.
Based on the findings, the research proposes suggestions of practical education for teachers in teaching and curriculum design. The research also proposes feasible study direction for concept mapping courses for children’s learning in the future.

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