本研究結合戲劇性導覽與美術館藝術教育，以發展國小學童在美術館進行藝術學習的嶄新教學模式為目標，採行動研究的方式進行，以忠信國小四、五年級的學童為對象，針對國美館的《水牛群像》設計導覽活動，於2018年6月至12月間實行三場次的戲劇性導覽；輔以事後回溯研究法，設計問卷給當初曾參與戲劇性導覽活動之學童，以蒐集學童實際參與戲劇性導覽活動之感受與回饋，透過資料分析與探究，藉以瞭解戲劇性導覽活動與學童藝術學習之關聯。

本文旨在透過研究歷程嘗試解答，戲劇性導覽的教學模式，是否適合國小學童之藝術學習；亦透過問卷蒐集學童意見，瞭解其實際體驗戲劇性導覽之感受與經驗；最後就戲劇性導覽在美術館實務操作的經驗，為未來推行戲劇性導覽提出建議。

研究結果發現：
一、戲劇性導覽透過「戲劇」展開想像、模擬體驗，有助學童理解抽象概念並促進新知識的建構，與學童的學習心理亦相符。
二、戲劇性導覽中「教師入戲」對熟悉教師形象產生的衝突，為學童帶來驚喜感；而第二人稱導覽的互動模式，讓在美術館的學習由被動轉為主動，促發美感經驗的發生，讓學童期待再次進到美術館學習。
三、實務操作經驗發現，「戲劇」是良好的學習媒介，而教師透過行動研究的歷程，不僅開發出新興教學模組，教學的專業亦隨之提升。

研究結果支持戲劇性導覽為可行的一種美術館學習方式，未來若有研究者亦想從事戲劇性導覽的相關研究，可以戲劇性導覽的概念為主軸，持續研究開發戲劇性導覽活動的教學模式。

This study combines docent theatre and art education in art museums, with the goal of developing a new teaching model for elementary school students to learn art in art galleries, applying action research methods and taking students in the fourth and fifth grades of Chung Shin Elementary School as research object. Design guide activity to introduce "Taiwan Buffalos " in National Taiwan Museum of Fine Arts was conducted from June to December 2018 in three docent theatre; supplemented with the ex post facto research, a questionnaire was designed for the school students who had participated in docent theatre activity in the past to collect the feelings and feedback of them regarding the docent theatre activities. Data analysis and exploration were taken in order to understand the relationship between the docent theatre activities and the art learning of the students.

This article aims to try to know, through the research process, whether the teaching mode of docent theatre is suitable for the art learning of elementary school children; also collect the opinions of students through questionnaires to understand their actual experience and experience of docent theatre; finally, the practical operation experience of the art museum provides suggestions for the future of docent theatre.

The study found:
1.Docent theatre expresses the imagination and simulation experience through "drama" helps students understand abstract concepts and promote the construction of new knowledge, which is also in line with the learning psychology of school students.

2.The conflict between the "Teacher in Role" and the familiar image of the teacher in the docent theatre brings surprise to the school students; and the interactive mode of the second person interpretation makes the study in the museum change from passive to active, promoting the occurrence of beauty experience makes the students look forward to studying in the museum again.

3.Practical operation experience indicates that "theatrical elements" is a good learning medium, and teachers have not only developed new teaching modules through the course of action research, but also improved the teaching profession.

The results of the study support that docent theatre is a feasible way of learning in museums. If researchers would like to engage in related research on docent theatre in the future, the concept of docent theatre can be used as the main axis to continue to research and develop a teaching model of docent theatre activities.