近年來在臺灣由於教育改革的提倡，行動路究備受重視。「動行研究」企圖透過「行動」與「研究」的結合，縮短理論與實務的差距。九年一貫課程實施後，教師成為課程與教學的核心人物，賦予教師更多專業的使命，行動研究也逐漸成為教師們所重視。但究竟行動研究的意涵為何？它的實施方法是什麼？它在藝術教育上又可以如何應用？這些是本文所要探討的重點。 本文採文獻分析法，首先分析行動研究的緣起、意義、特徵、價值；其次探討行動研究的實施流程與步驟、策略、困難與限制；最後提出在藝術教育上的課程行動研究案例做詳述：包括如何發現問題，確認研究問題，文獻探討與行動研究問題的關連，課程設計與執行過程的困難與挑戰，教師如何透過「行動研究」進行省思與改進，最後使學生趨向研究主題的目標等，期震能有助於藝術教師實施研究之參考。

　　　　　In recent years, due to the promotion by the educational reforms, action research is well recognized. “Action research” aims to shorten the discrepancy between theories and applications by combining “actions” and “research.” The action research has been emphasized even more ever since the implementation of the nine-year integrated curriculum which granted teachers more professional responsibilities and made teachers the core character of teaching, learning and the curriculum. However, what exactly is action research? What is the method to implement it? How can we use it in art education? These will be points discussed in this article later. This article adopted the analysis method of documents. First, it analyzed the origins of action research, its meanings, characteristics, and values. Second, it explored the implementation process, procedures, strategies, difficulties, and limitations. Finally, it made a detailed account for the art education case study. The content included to discover and decide research problem, the relevance between the documentary discussion and the action research problem, the curriculum design and the difficulties and challenges in the execution processes, how teachers could reflect and improve via action research, and also the driving of students toward the goal of the research theme, in the hope that these will become some useful references for art teachers to carry out their action research.