2022年版《义务教育艺术课程标准》涵盖了美术、影视（含数字媒体艺术）学科，顺应了数字时代对于美术学科发展的要求。但实际教学中依旧存在对小学生数字媒体艺术关注度偏低，鲜有把线描与数字绘画工具相结合的研究成果等问题。新时代的美育，不仅是传统绘画的教学，还应注重培养适应现代社会的艺术创作能力。针对上述问题与现状，开展数字绘画与传统绘画课程对比的实验，分析数字绘画对小学生的影响，以研究数字绘画在小学生美术课堂的优点。 首先整合分析国内外学者对数字绘画教育以及线描教学的理论和应用研究，总结出数字绘画对小学美术教学的价值与作用，并找到现有实践的不足。而后明确研究思路与方法，通过学生调查问卷与教师访谈了解数字绘画的教学现状，结合学习者特征并设计了具体的教学方案与教学评价量表。基于前期研究，在实践中运用了教学实验法抽选40人，分为传统绘画线描班以及数字绘画线描班。一组用传统绘画工具进行教学，另外一组采用数字绘画工具的方式实施教学。再运用观察法对课堂的过程与表现进行评价与对比，并对课后作品进行分析评价。最后通过观测实验的不同课堂效果，分析总结数字绘画对小学美术的影响。 实践表明，iPad数字绘画在小学生线描美术课堂的应用，有利于激发小学生的学习兴趣与学习热情，有利于小学生拥有更多方式发挥自己的想象力与创造力，数字绘画技术应用在小学生美术课堂实践具有一定的应用价值，丰富了课堂的教学内容形式。文末提出具体在教学过程中需要注意的问题与不足之处，希望能为促进小学生美术教育的发展，创设新型的教学模式提供一些建议。

The newly released "2022 National Curriculum Standards for Compulsory Education in Arts" now cover the subjects of fine arts and film and television (including digital media art), responding to the requirements of the digital age for the development of the fine arts discipline. However, in actual teaching, there is still a lack of attention to digital media art for primary school students, and there are few research results that combine line drawing with digital painting tools. In the new era of art education, teaching should not only focus on traditional painting but also cultivate the ability of artistic creation that is adapted to modern society. To address the above-mentioned issues and current situation, experiments comparing digital painting with traditional painting courses have been conducted to analyze the impact of digital painting on primary school students and study the advantages of digital painting in primary school art classrooms. Firstly, integrating and analyzing the theoretical and applied research of scholars on digital painting education and line drawing teaching at home and abroad, we summarized the value and role of digital painting in primary school art education and identified the shortcomings of current practices. Secondly, we clarified the research ideas and methods, and obtained an understanding of the current situation of digital painting teaching through student surveys and teacher interviews. We designed specific teaching plans and evaluation scales based on learner characteristics. Building on previous research, we selected 40 participants and divided them into a traditional drawing line class and a digital drawing line class using experimental teaching methods. One group was taught using traditional drawing tools, while the other group used digital painting tools. The teaching process and performance were evaluated and compared using observation methods, and the post-classwork was analyzed and evaluated. Finally, we analyzed and summarized the impact of digital painting on primary school art education through the observation of different classroom effects in the experimental teaching. Practical experience has shown that the application of iPad digital painting in primary school students' line drawing art classes is conducive to stimulating their learning interest and enthusiasm, and is conducive to primary school students having more ways to exert their imagination and creativity. The application of digital painting technology in primary school art classes has certain practical value, and enriches the teaching content form of the classroom. At the end of the article, specific issues and deficiencies that need to be noted in the teaching process are raised, hoping to provide some suggestions for promoting the development of primary school art education and creating new teaching models.