大專校院幼兒教保培育科系肩負著幼兒階段藝術教育師資培養的責任，卻因學分數的限制而較少提供學生實務教學機會，以致經常造成學用落差的現象。服務學習是一種能促進學生體現做中學之精神及培養教育行動力的教學策略，近年來受到世界各國重視，且已被廣泛地運用於各教育階段。因此，本研究聚焦於探討以服務學習運用於幼保系「幼兒視覺藝術教學」課程，引導學生規劃親子視覺藝術教學活動，與實踐服務價值。研究結果顯示，應用服務學習有助於發展高結構性的內容架構，提供學生體現知識學習、應用、省思及分享的完整歷程，同時也讓學生獲得和親子團體互動及合作學習的機會，有效提升在視覺藝術教學相關知能的學習成效與實踐力。因此，服務學習可以做為幼兒視覺藝術師培課程的有效策略之一，能促進學用合一的落實與課程目標的達成。根據研究結果，本研究進而提出結論與建議，以做為藝術教育工作者未來進行相關教學之參考。

To the children's art education in university or collage, a gap between learning and application can often be observed because of the credit limit leading to the less opportunity in practice for the students. Being a teaching strategy encouraging the conduction of ＂learning by doing＂ and ability to act in education, service-learning has been well-known around the world and widely used in various educational stages in recent years. This study focuses on exploring the effect of applying service-learning strategy in visual arts in early childhood education course to guide students to plan parent-child visual arts educational courses, and put service action into practice. The results indicate that the application of service-learning is conducive to the development of a highly structured curriculum framework, and benefit to the students with more opportunities to experience the complete process of knowledge acquisition, application, reflection and sharing. In addition, service-learning could enrich the interaction and co-operative learning between the students and the parent-child groups, and enhance students' ability of action in visual arts educational courses. Finally, service-learning can serve as one of the effective teaching strategies for visual arts in early childhood teacher education courses, and facilitate the realization of ＂unity of learning and application＂. Based on the above results, this study propose a number of conclusions and suggestions for the visual arts educators in designing related courses in the future.