本文從認知發展層面建構視覺思考的發展模式，並以其對應的認識論觀點—建構主義—來論述視覺思考的教學觀。行文先簡介全人生的認知發展，然後結合形式運思與後形式運思的不同知識發生層次，建構視覺思考的發展模式，並進一步以建構主義的觀點，提出視覺思考的一般性教學原則：視覺思考教學在使學習者有能力自行建構不同層次的思考與表達形式、教學歷程是交互辯証的、教學情境由學習者主動建構、教學活動範圍應在學習者的可能建構區、學習者的成功模仿並不保証理解。對於人文藝術領域的教學，全人生認知發展觀可適用於不同教育階段的學習者，建構主義多元真實的本體論立場與視覺藝術所強調的創新性與多元性相符，互為主體的認識論立場與視覺傳達的溝通本質契合。故此初探模式值得從事實徵研究檢驗，並在實際教學情境中試驗。

This article is based on the perspective of cognitive development in building a developmental model and pedagogy of visual thinking from a constructivist viewpoint. The author introduced the perspective of life-span cognitive development, and integrated the formal and postformal operations to construct the developmental levels of visual thinking. Further, the author adopted the notions of constructivism to propose the general principles in the pedagogy of visual thinking: 1. Let the students construct visual thinking and expressive forms with various levels initially.2.Instructional process of visual thinking is transactional and dialectical.3.Instructional contexts are understood by students' construction. 4. Instructional activities should be constrained by the zones of potential constructions.5.Successful imitation of artistic expression activity does not guarantee understanding. For a pedagogy of the arts, the approach for life-span cognitive development approach could be applied to different educational stages. The pluralistic reality viewpoint of ontology of constructivism concords with the innovation emphasized by humanities and arts discipline, and the inter-subjectivity point of view in epistemology of constructivism also fits the essence of visual communication. The above reasons suggest that this tentative model is worth conducting empirical research and experimenting in real teaching settings.