本文首先經由對陶藝教學現況的了解，檢視陶藝教學中所浮現的問題，並嘗試從三方面探尋改善的可能途徑。首先針對龐大的陶藝教材內容，筆者透過非同步網路教學系統的運用，資料庫的建立，作為陶藝教學的輔助媒判，藉以改進當前陶藝教學的不足與缺失，鼓勵學生以主動、自主的態度，解決學習上查詢、存取的困擾。其次經由對陶藝主題的設計與結構，幫助學生建立實務操作的經驗，以突破僵化的學習模式。最後以「文藝復興人」為典範，藉以闡述全方位發展的特質，並以之與當前多元智慧理論架構進行對比，從而分析陶藝教學內涵的全方位性。筆者期望透過三者的結合，對現今的陶藝教學作一種嘗試與省思，或許能有助益於學生，在這高速的科技與資訊的時代，面對陶藝這項傳統的技藝，能培養出清晰的思辨能力，有效率的行動能力，以及創造性的人格特質。

　　　　　The article is to examine the problems in ceramics teaching, and triying to combine three ways for solution. First, use the Network learning system as assistant teaching material to help students learning and finding the huge mass knowledge of Ceramics. Second, through the assignments develop the experience in working on clay. The third way is using the structure of multi-intelligence to present 「uomo universale」Renaissance spirit as a model of multi-development, and views the Ceramics teaching as medium for students learning as a whole. Based on these three ways, the author works on Ceramics teaching as an examination and develops the design for further studies.