臺灣向來深受全球化影響O過去二十年來，迅速發展的資訊科技與日益熱絡的跨文化交流，催生出一種嶄新的地球村意識O雖然有些人認為全球化是近幾十年來才發展出來的現象，筆者認為早在十七世紀，全球化力量已影響臺灣O本文將以歷史觀點追溯臺灣藝術教育的演進過程，並主張全球在地化( glocalization )的概念比全球化更能適切詮釋發生在臺灣與視覺藝術教育領域的現象O全球在地化是全球化與在地化的混合詞，本文使用這個詞，強調全球化與在地化之間相輔相成的關係O例如，臺灣的藝術教育不僅取法其他國家的經驗與理論，也根據臺灣獨特的政治、經濟、社會、文化而演變出不同特質O從傳統師徒制到西式公立學校制度，臺灣的藝術教育不只受到領域內部的影響，也隨著國家定位、政治及經濟情勢、以及整體教育政策而改變O臺灣專業藝術教育的發展可說是個包含變化、適應、與抗衡的歷程O

Taiwan has always been su叫ect to globalizing influences. In the past twenty years， the rapid development of information technology and increasing cross-cultural interactions has catalyzed a new "global village" consciousness. While some may see globalization as a recent phenomenon， in Taiwan， globalization started at least as early as the 1 th century.
This article traces the evolution of art education in Taiwan from a historical view， and argues that glocalization， instead of globalization， may be a better word to describe what happened in Taiwan and in its art education field. The term "glocalization" originated in the 1980s and was popularized by the sociologist Roland Robertson. Glocalization， a po吋manteau of globalization and localization， is used in this article to emphasize the point that globalization and localization are actually complementary processes. The local is integrally tied to the global， and global to the local. Taiwan's art education， for example， has adopted the experiences and theories of other countries and assumed unique qualities based on its own politics， economics， society and culture. From traditional apprenticeships to Western style public schools， Art education in Taiwan is influenced not only by what happens inside the field but also by general educational policies which reflect national identities， political and economic situations. The development of the profession of art education in Taiwan also engages processes of change， adaptation， and negotiation.