本研究探討兩組小學四年級的兒童(美國與台灣各一組)，透過部落格分享作品的互動情形。此兩組兒童的美術教師配合本研究，各自設計並執行一個文化探索的課程。兩位老師按照上課時程，依序將授課內容與兒童在創作過程中各階段的照片上傳至部落格；在課程結束之後，兩位老師協助他們的學生觀賞與討論另一組兒童的作品。根據這些兒童的作品與此跨文化交流的成效，本文就視覺圖像的意涵、文化認知、語言隔閡、繪畫內容的差異、教學風格等議題，進行分析與探討。

This study investigates the interaction between two groups of 4th-grade children using an Internet platform (weblog) to share their art in 2010. These two groups of children, one in the United States and the other in Taiwan,were invited to participate in an online artwork showcase. During a four-week period, the art teachers in both locations taught a lesson with a specific cultural context: “Door Gods for the Chinese New Year” in Taiwan and “Portrait of American Culture” in the U.S. Teaching materials/units and photographs of the children’s works-in-progress were periodically posted on the weblog until their lessons had been completed. Then the two groups,assisted by their teachers, discussed/commented on their foreign peers’works. In the analysis of children’s art and this intercultural art exchange, the following issues are discussed: visual symbolism, cultural familiarity,language, differing definitions of appropriate content, and instructional styles.