Abstract
The purpose of this research is to examine the effectiveness of the ＂5Rs framework＂ for reflective writing, a pedagogical method for teaching art history. Qualitative methods are used to explore the results of reflective thought training, including shifts in the learning approaches of the students themselves. This survey concluded that reflective writing successfully demonstrates varying levels of reflective thinking and can increase motivation and improve learning strategies among art history students. This method not only enhances the students' intrinsic interest and commitment to their studies, but also encourages them to find connections to their own experiences and develop holistic understanding. Moreover, students may begin to consider relations between history and themselves. Based on the findings, reflective writing is helpful for promoting deep learning in art history.