本研究旨在探討高中生經由一系列有計劃有系統的美術鑑賞教學，對其美術創作能力的影響。全文透過文獻探討建立理論基礎，並採用實驗教學研究方式探討其可行性。課程設計分國畫鑑賞課程與西畫鑑賞課程兩部份。研究對象取自臺北市立中正高中一年級四班181名(實驗組二班，控制組二班)；二年級四班172名(實際組二班，控制組二班)進行實驗研究，實驗組實施美術鑑賞教學：一年級實施國畫鑑賞教學，以國畫的造形、布局、筆法、設色為教學範圍；二年級實施西畫鑑賞教學，以超現實畫派為教學範圍，控制組則無此方面的教學。兩個年級的學生分別接受六週的實驗教學與各兩週創作能力測驗之前後測：一年級實施國畫創作能力測驗，以國畫創作品代表；二年級實施西畫創作能力測驗，以水彩創作品代表。所得資料以單因子共變數分析法進行統計分析。研究結果發現如下：一、美術鑑賞教學確實有助於高中生美術創作能力的提昇。二、本研究所擬訂的美術創作能力評量標準，對評量高中生美術創作能力有其適用性。三、設計的美術鑑賞教學課程適用於高中生進行相關的美術創作活動。

The purpose of this research is to study the effect of a series of designed and systematic courses of art appreciation on the art creativity of target high school students. Fundamentals of theory were established by references review. Also, experimental teaching was used to study the likelihood of theory realization. Classes were separated into two parts, a Chinese painting appreciation program and a Western painting appreciation program. Research targets were selected from Taipei Municipal Chung Cheng Senior-High School. The subjects were composed of 181 first-year students of 4 classes (2 for experimental groups and 2 for control groups) and 172 second-year students of 4 classes (2 for experimental groups and 2 for control groups). The teaching of art appreciation was only applied in the experimental groups. The Chinese painting appreciation program arrangement of shape and composition, way of painting and application of color for the first-year classes, and the Western painting appreciation program using surrealism as the teaching scope was provided for the second-year classes. The fore mentioned programs were not applied to the control groups. Each experimental group received a six-week related art appreciation program and a two-week creativity examination composed of a priori and a posteriori tests, that is, a Chinese painting creativity test for first-year grades in their Chinese painting works and a Western painting creativity test for second-year grades in their watercolor paintings. The collected data was analyzed by a one-factor analysis of covariance. The results indicated the following: First, education of art appreciation is certainly helpful in promotion of art creativity in high school students. Second, the evaluation standard for art creativity set up by this research is valuable. Third, the designed art appreciation programs are useful for art creativity activities pertaining to high school students.