從認知心理學的觀點探討學前兒童對圖像的辨識之研究

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Title:	從認知心理學的觀點探討學前兒童對圖像的辨識之研究
Other Titles:	A Research on the Design of Preschool Children from the Viewpoint of Vision Psychology
Authors:	陳玉杰 Chen, Yu-chieh
Contributors:	應用藝術與設計學系碩士班林振陽 Jenn-yang Lin
Keywords:	認知;造形;圖像;幾何;學前兒童 Shape;Cognition;Image;Pre-school Children;Geometry
Date:	2011
Issue Date:	2015-03-04 16:14:25 (UTC+8)
Abstract:	本研究旨在研究學前兒童對圖像的認知與辨識程度，研究對象是嘉義縣大林鎮一所幼稚園的學員，研究受測年齡為3-6歲，每年齡層均有10位為，共40名，以個別逐一的實測方式作整體實驗環境的測量。接者分析並參考受測結果及專家建議，編製晤談工具。晤談對象以不同年級、年齡、成績、性別做實測對象，實測的內容可分為：平面幾何圖像、幾何圖像大小差異、平面幾何與立體幾何辨識之差異。　　　根據本研究得結論，兒童對幾何圖像的造形、大小與立體幾何造形辨識結果得知，實測一、實測二與實測三不同班級、年齡、成績表現以及性別對圓形的獨立樣本T檢定顯著性都>0.05，代表著圓形對兒童的辨視性來說沒有差異性，也就是說兒童對圓形最容易辨識與學習，而文獻中在創造心理學(李德高，1990)提到，圓形從下筆開始兩端連結在一起時只有一個焦點，所以圓形對兒童來說最為容易辨識，跟本實測研究發現的結果一致，本研究實測與文獻2.3兒童對圖像認知發展的結果相符合。　　　本文研究的知結果希望能夠提供在兒童教具與玩具的圖像與造形上做參考，讓兒童在學習上能夠更加快速去辨識圖像與造形的學習。　　This study aims to research the level cognition and identification of pre-school children towards images. The study objects of this research are the students of a kindergarden at Dalin Town in Jiayi county, age between three and six. There are ten students for each age level, thus adding to a total of forty students. Each individual analysis is conducted as a way of measurement for the overall experimental environment. Thereupon, the results are analyzed and expertise advices are adopted to implement a system for interview. Experiments are done on interviewees of different age group, grades and gender to research on their level of identification towards experimental contents such as plane geometry image, size differences of geometric image, plane geometry and solid geometry.　　　According to the conclusion of this research, the results of the children’s level of identification towards the shape of geometric images, the different sizes and the three-dimensional geometric shape revealed that the Assessment one, Assessment two and Assessment three of the different classes, ages, academic performances and genders are significantly more than 0.05 in the T-test involving round-shaped independent samples. This represents circles make no difference towards children’s level of identification and it also means that the image of a circle is more distinguisable and easier to learn by the children. In the record of Creation of Psychology (Li Degao, 1990), it is stated that when drawing a circle, there is only one focus point between the starting point and ending point; therefore, a circle is the easiest image to be identified by children. This record is consistent with the measured results. Similarly, the measured results of the research are consistent with the results under section 2.3 that is the image cognitive development of children.　　　The results of this research aim to provide a reference to the images and shapes of children’s teaching aids and toys, so as to speed up the learning process of children in identifying the images and shapes.
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