本研究內容在探討運用動物保護議題於高職視覺藝術教育課程的行動研究，文中分析人道精神的內涵、動物保護與人道精神的關係、人道精神的教學模式，並設計動物你我牠、動物保護達人、藝術與愛的力量、動物保護藝術家四個單元進行教學研究，透過教學歷程紀錄、學習成果分析、問卷及訪談，歸納出以下幾點研究結論： 一、 動物保護議題在提倡尊重生命的概念，以動物保護議題為媒介將人道精神融入視覺藝術課程，可提升學生道德感並建立愛與同理心、平等與尊重和共享世界的概念。 二、 視覺藝術屬高中職通識課程，除注重學科知識學習外，更應以潛能開發、健全人格為教學核心，結合鑑賞、創造、思辯的多元教學模式期可將動物保護議題做最適當的發揮，讓學生從議題討論與藝術創作中獲得基礎動物保護概念，進而建立更為正向的人道觀念。 三、 本研究以鑑賞課程、體驗活動、藝術創作為主要教學模式，並運用分組合作學習討論道德兩難情境問題，澄清學生價值觀，再透過流浪動物志工活動將所學結合實務獲得啟發，最後以動物保護義賣品彩繪課程總結。歸納結果發現此研究課程普遍能引起學生興趣與關注，同時，也能讓學生從討論與創作中建構自我道德觀、從體驗活動中累積生活經驗與成就感。 四、 將動物保護議題融入視覺藝術教育不僅開創該領域教學範疇，也讓學生獲得人道觀念的提升。且透過視覺藝術課程結合以生命教育為主題的動物保護議題不僅讓學生學習到更多元的藝術面貌，同時也讓課程目標更有意義。
This action research aims to explore the implication of applying animal protection issue in a visual art curriculum of a vocational high school. The thesis first explains the essence of humanism, the relationship between animal protection and humanism, and appropriate teaching methods for teaching humanistic spirits. Four teaching units – (1) Animal, You, It and I; (2) Pet Animal Protection Experts; (3) The Power of Arts and Love; (4) Animal Protection Artists – are designed and implemented. Teaching process is documented; student’s learning results, questionnaire and interview data are analyzed. Research findings are as the followings: 1. Animal protection advocates the concept of respecting life. Also, animal protection can serve as a vehicle to fuse humanism into visual art curriculum to increase students’ moral awareness, and establish a worldview based on love, empathy, equality, respect, and sharing. 2. Visual art is part of the general curriculum in the vocational high school education. In addition to focusing on learning required curricular knowledge, art education curriculum should focus on developing student’s full potential, and building healthy personality. To best facilitate the animal protection issue, teaching should integrate art appreciation, art making and dialectic thinking. It is believed that these multiple approaches help students better understand the importance of animal protection right, and further establish a more positive humanistic concept via discussion and artistic creation. 3. The teacher-researcher utilizes art appreciation, field experience and artistic creation as her teaching methods. Students first work in small groups to debate on moral dilemmas. After clarifying values on related issues, the teacher takes students on a filed trip to an animal shelter. Students volunteered to clean up the environment and take care of the animals there; the purpose of the event is to help students combine what they learned in class with first-hand experience. In the end, students create and donate their artworks; they also organize a fund raising event for animal protection purposes. This research concludes that the curriculum successfully raises students’ interests and attentions. Students clarify their moral values through discussion and art making activities, and accumulate new experience and gain new sense of achievement. 4. Integrating animal protection issue and visual art education does not only expand the art teaching domain, but also raise students’ awareness. By combining visual art and animal protection, one of the key issues in life education, students learn to appreciate the multi-faceted possibilities of art; teaching and learning also become more meaningful.