藝術教育與我們的生活環環相扣，也是一直以來教育的目標，若想達到有效的教學勢必要將課程與學生的生活情境作結合。研究者對於后里而言是個外來者，在進行「畫我家鄉」這個單元時，發現學生對於家鄉雖有一定程度的認知，但對於景點與實際方位的概念與自然生態景觀方面並沒有非常清楚，對於所生長家鄉的認同感及地圖應具有的功能性並未完整的呈現，因此研究者根據羅恩費爾(Lowenfeld)兒童繪畫發展階段論，針對該階段學生的發展設計教案，並產生以下三點研究目的：1.根據藝術與人文教材教法與製圖相關要點，探究與歸納出「畫我家鄉」地圖繪製課程所需的相關文獻資料。2.根據九年一貫藝術與人文能力指標設計「畫我家鄉」地圖繪製課程教案。3.實施「畫我家鄉」地圖繪製課程教案後評估的學生的學習成效。蒐集相關藝術與人文教材教法及鄉土教材，包含繪製地圖要點和美感經驗與心智圖教學等相關學理研究，透過行動研究法，將研究者在實際教學現場遇到的問題，進行「畫我家鄉」課程的編制，藉著教案的設計與實施協助學生與所處的空間產生連結與歸屬感，激發學生的創作動機。本研究之教案設計可提升學生對於家鄉的認識，實地踏查有助於對抽象地理方位的概念理解，刺激學生探索與發現的能力，最後經由教師自省及學生的回饋單檢討後提出修正後教案，可供後續研究做參考。研究過程中所進行的課程規劃、教學策略運用、班級經營，增長教師自我的專業能力。

Art Education is strongly connected to our daily life and also has been one of our educational goals. Therefore the combination of our lessons and the living situations is a must to reach an effective teaching. As an outsider, during the “My Hometown” Map Drawing, the researcher found out that the students in Houli had certain understanding about their hometown but not clearly enough about where the scenes are, the ecological landscapes, the sense of identify toward their hometown and the functions of a map. The researcher designed the lesson plans according to the students’ development and the stages of children''s artistic development suggested by Viktor Lowenfeld. The three objectives contain 1. To inquiry and induct the literature related to “My Hometown” Map drawing based on Arts and Humanities Learning Area teaching material and pedagogy and map drawing directions. 2. Lesson plan design according to Arts and Humanities Learning Competence Indicators of Grade 1-9 curriculum. 3. To evaluate the students’ learning outcomes after the lesson implementation. Collecting Arts and Humanities Learning Area teaching material and pedagogy, map drawing directions, Aesthetic experience, mind map teaching and using action research organized “My Hometown” lesson plan along with the difficulties in the teaching scenes. The lesson design conduced to the students’ creation inspiration and helpful to their connections and belongingness toward the hometown. The lesson plan of the assess elevated students’ awareness about the hometown and the field study brought benefits to students’ understanding in the abstract geographical locations and the ability to explore and discover. At last, through the teacher’s reflection and the feedback sheets from the students, the revised lesson plan could be reference materials for further studies. The lesson planning, teaching strategy application, classroom arrangement all improved teachers professional abilities.