二十一世紀的今天，回顧歷史中究竟有多少藝術家對藝術史有過傑出的貢獻？塞尚被視為是帶領十九世紀藝術界跨入二十世紀的橋樑，本研究探討塞尚藝術風格與造型原理之關聯、美術教育之意涵、我國藝術與人文課程基本理念及藝術教學案例之分析，汲取可行方法應用於教學活動，透過行動研究法，以忠信國小五年級學生作為研究對象，針對塞尚藝術風格規劃系統性主題，設計美術教學活動，於110年4月至5月間實行四週以塞尚藝術風格導入造型原理美術教學研究，藉由檔案評量與問卷調查法，蒐集學生實際參與活動之感受與回饋，以及專家人士評比學生作品檔案為依據，進行資料分析與探究，藉以瞭解以塞尚藝術風格導入美術教學與學生於美術學習之關聯。最後就塞尚藝術風格導入美術教學之實務操作經驗，為未來預期進行研究者或教育相關工作者提出建議。研究結果發現：
一、 塞尚藝術風格導入造型原理與藝術教學，有助於學生理解造型、空間、立體及色彩等概念，促進知識的建構，與學習階段之孩童認知心理相符。
二、 以塞尚藝術風格導入造型原理美術教學應用於國小高年級美術課程，經實務操作發現，有助於解決學生於繪畫中所遇之疑問，對於學生學習具正向成效。
三、 塞尚藝術風格及其相關理論，是良好的學習主題，研究者透過行動研究之歷程，分析統整出適合高年級學生之美術教學活動，供國小高年級學生美術教育活動設計之用。
研究結果支持以塞尚藝術風格導入造型原理美術教學為可行的美術教學方式，未來研究者亦想從事以藝術家風格導入美術教育的相關研究，以塞尚的藝術風格作為開端，持續研究開發教學活動，推廣給教育工作者參考。

In the 20th century, we’ve seen many contributions from great artists in art history. Paul Cézanne, the French painter, is said to be the leading role in art evolution between the late 19th century and the early 20th century. He is an artist of the avant-garde modern style. This study took a close look of the connection between Cézanne’s aesthetics such as the principles of formation and the art education. It scrutinized the education notions in the area of the liberal arts and the analysis of teaching methodology in art education. Through the action research in teaching, I took the fifth graders in Chung Shin Elementary School for the subjects in the research. The thesis is based on the style of Paul Cézanne aesthetics and expanded a systematic teaching activities in art education. The action research lasted for four weeks, and through the portfolio assessment and survey techniques, I collected the reflections and feedbacks of the subject students. Moreover, in order to examine the correspondence between the education of the Cézanne aesthetics and the students performances, I invited the experts to evaluate and analyze the works of the subject students. The findings confirmed that the Cézanne aesthetics inspire the students in a great way.
The inspiration of the Cézanne aesthetics can be confirmed in the research. First, the principles of formation, such as the concepts of space, dimensions and colors, perfectly corresponds to the psychological development phase of the senior students. The art education can help students develop their cognitions in geometrics. Secondly, after learning the Cézanne aesthetics and the principles of formation, the students in elementary school can do better when they see the difficulties in composition. Finally, the Cézanne aesthetics includes an extensive knowledge of different areas. It is a fascinating subject for the senior students in elementary school to discover. In conclusion, the Cézanne aesthetics and the principles of formation can be a positive theme for the teachers perform in art education.