本研究主要目的在於了解藝術領域通識課程在高中與大學階段的銜接性狀況，以政治大學學生做為個案。採用質性研究的觀點，訪談修習過高中與大學階段之學生與此兩階段的開課教師，共計10名。訪談後將錄音資料轉為逐字稿，佐以文獻分析而獲得結論並提出建議。 　　根據研究結果，可發現無論是高中或是大學藝術領域之教師，在規畫課程上皆未考量銜接性因素，主要原因是難以掌握上一階段的學生學習狀況以及本於有教無類的思維。面對未考量銜接性的課程，教師改採取調整課程設計的方式以符合不同學習背景的學生所需。除此之外，教師也會採用多元課程內容與評量方式，活化課程並增進學生對於課程學習的興趣。大學校方也能提供適合藝術學習的場域，引導學生於生活環境中進行藝術學習。 　　學生若本身具備藝術學習的熱誠，則自然能於高中與大學階段持續修習藝術課程，並且主動於課餘時間攝取藝術知能，延續藝術學習。雖然此兩階段的藝術課程並未考量銜接性，然學生能經過學習後明確感受課程深度的差異，符合課程銜接性中順序性的考量。因此授課教師若能於課程進行前針對學生先備知識的詢問，了解學生學習背景，將更有助於藝術課程的銜接性。 / The purpose of this study was to understand the curriculum articulation status of general education on art subjects in National Chengchi University. The method of qualitative research was to interview college students and the teachers of the affiliated high school and university. The 10 members involved in the process were interviewed in depth. The interviews were recorded, transcribed, and then combined with document analyses. Finally, the conclusions and recommendations were drawn. According to the findings, teachers of the arts in either high schools or university do not consider the curriculum articulation in the course of lesson planning. The reason is mainly that it is difficult for teachers to grasp the students’ previous learning status and that teachers believe in the philosophy of teaching all comers without discrimination. Facing the curriculum without considering the articulation, the teachers adjust the course design so as to meet the students’ different learning backgrounds. In addition, teachers adopt diverse course contents and assessments, which helps activate the curriculum and enhance students' interest in learning. The university authority can also provide a proper field for learning arts, guiding students to learn arts in the school environment. Students who are enthusiastic about arts learning can naturally continue arts courses both in high school and in college and actively intake arts knowledge in their spare time, expanding arts learning. Although these arts courses during the two stages do not consider the articulation, students can still feel the differences in curriculum depth clearly, in line with the considerations of articulation in order. Therefore, if the teachers can know students' prior knowledge before class and understand the students’ learning backgrounds, it will further contribute to the articulation of the arts curriculum.