語文領域中之寫作能力指標是結合了說話、聆聽、識字與寫字、閱讀等各能力指標之集大成。「看圖作文」是寫作入門的基礎功，也是培養學生從看圖寫話漸進到看圖作文的良好模式。近年來中國大陸的教育改革以 1996 年版的語文教學大綱，可看出針對看圖作文教學依照年級不同有較明確的規劃，且大陸看圖教材亦從低年即延續發展到中高年級；然而在我國卻存在著嚴重的忽略。 以「看圖作文」為教學重點之內容，仍需考量九年一貫課程綱要寫作能力指標之內容，才能達到以目標策動教學，以能力指標為經思考形成性評鑑以及過程評鑑寫作教學的成效。本研究以研究者所彙整之能力指標內涵，對照教學策略重點，依據語文領域─本國語之寫作能力指標之達成，分成兩階段、六年段及上、下學期各兩期共12期次，針對「看圖作文」在小學寫作課程實施之教學策略，提供教師教學的參考。

Writing ability indicators combine with those for speaking, listening, word recognition, penmanship, and reading. “Writing from Pictures” is an entry into the basics of writing, and serves as a model to help students ease gradually into writing compositions. In recent years, curriculum reform in China shows the clear progression of guidelines to teach Writing from Pictures in first through sixth grade. This has been largely ignored in Taiwan. The teaching content for Writing from Pictures must consider the writing ability indicators in the nine year curriculum model, using them to develop formative assessment for students, and to evaluate the outcomes of the teaching of writing. In this study, the researcher has matched up ability indicators in the Mandarin language domain with teaching strategies. The teaching covers two developmental phases, and divides the six years of elementary teaching into 12 stages to provide reference for teachers to incorporate Writing from Pictures into their writing curriculum.