美術繪畫常有需要實圖展示或教師示範的難題，電腦科技有否解決策略？故本研究目的在：（1）探究電腦影像處理科技可資模擬美術繪畫的功能與內涵；（2）發展運用電腦影像處理科技模擬美術繪畫之教學模式；（3）實驗此教學模式的可行性。研究方法為相等時間樣本設計準實驗研究法與訪問調查研究法，實驗對象是91位職前教師與5位資深美術教師。結論如下： 1. 電腦影像處理科技可資模擬美術繪畫的功能與內涵為工具、技法、筆觸、風格、材質及特效等。 2. 電腦影像處理科技模擬美術繪畫之教學模式：先於教學準備時，點選電腦影像處理選項製成各種模擬美術繪畫的圖檔，於教學活動時展示不同模擬繪畫效果，再階段性評量。 3. 由於電腦影像處理科技模擬美術繪畫之功能頗具效果，可以補強教師美術專業知能，即時回應學生提問，豐富教學內容，減輕教師示範負擔，即時協助教師示範，可以一再模擬顯現，可以放大呈現，減輕教學準備負擔，可以任意選取、檢索與呈現教學內容，展示效果生動逼真，故電腦影像處理科技模擬美術繪畫之教學模式確實是可行的。但在繪畫教學課程中，運用傳統美術媒材講述與技術示範的教學模式，仍是較為美術教師所接受的，電腦影像處理科技在美術繪畫教學中所應扮演的角色，是提供豐富的影像資源與美術繪畫模擬，亦即「輔助教學」。

There are four purposes of the study: (1) to investigate functions and contents where computer-image-processing technology can be used to simulate painting; (2) to develop a instructional model that uses computer-image-processing technology to simulate painting; (3) to assess the feasibility of the instructional model which uses computer-image-processing technology to simulate painting. Data was collected by interviewing na?ve participants and the amended “equivalent-time-sample design” quasi-experimental study method was used to analyze results. The participants were 91 pre-service teachers and five senior art teachers. The findings and conclusions are as follows: 1. The functions and contents which computer-image-processing technology can be used to simulate painting tools, strokes, techniques, styles, materials and special effects. 2. Instructional model: Use computer image-processing technology to create image files firstly. Then present and explain the examples, phased test. 3. The feasibility of applying computer-image-processing technology to an instructional model of art painting simulation were accepted. Computer-image-processing technology can enrich teachers' ability, answer questions in same time, enrich instructional contents, help demostration of painting skills, display simulations of painting repeatly, and so on. However, the instructional model of lecture and skill demonstration is more popular than the instructional model of applying computer-image-processing technology to simulate painting by art teachers. The role of computer-image-processing technology should be the tool of aided instruction in art painting instruction.