國小中年級「自然與生活科技」教科書插圖之視覺圖像偏好研究

南華大學機構典藏系統 > 本校期刊 > 美學與視覺藝術學刊 > Item 987654321/23703

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題名:	國小中年級「自然與生活科技」教科書插圖之視覺圖像偏好研究
其他題名:	The Study of Visual Preferences on Illustrations in the ＂Nature and Life Technology＂ Textbook for Third and Fourth Grade Elementary School
作者:	郭巧雲;王藍亭 Kuo, Chiao-Yun;Wang, Lan-Ting
貢獻者:	台南應用科技大學視覺傳達設計系;台南應用科技大學視覺傳達設計系 Department of Visual Communication Design, Tainan University of Technology;Department of Visual Communication Design, Tainan University of Technology
關鍵詞:	自然;教科書;插圖;中年級;視覺圖像;偏好 Nature;Science textbook;Illustration;Grades 3-4 textbook;Vision;Preferences
日期:	2015-07-01
上傳時間:	2015-12-08 17:15:06 (UTC+8)
出版者:	南華大學視覺與媒體藝術學系
摘要:	本研究第一階段根據相關文獻做整理與討論，第二階段進行各版本中年級自然教科書植物圖像類別形式做比較研究與歸納，蒐集各版本中年級自然教科書插圖為研究樣本，第三階段探討比較不同版本中年級自然教科書之功能及特色，後分析教科書插圖類別形式與插圖之表現樣式內容。本研究擬針對中年級自然教科書插圖之效能，採比較分析法及內容分析法，研究結果如下：1.中年級自然教科書南一版本的圖片多數以照片攝影方式呈現，宜多增加手繪方式並搭配單元主體，提升美感。康軒版本以照片攝影為主，圖畫為輔，少數單元中的科學閱讀採漫畫方式呈現，宜多增加此類插圖，易引起學生學習興趣。翰林版本運用大幅度的照片攝影、手繪方式搭配主題呈現，內容則多以圖與照片攝影以情境方式呈現，易連結學生之舊經驗，貼近學生生活。2.中年級自然教科書部分單元頁首插圖宜多運用豐富的插圖形式營造情境，使學生了解單元架構，以利學習。3.中年級自然教科書部分單元之學生操作欄內均配合圖與文方式呈現，此部分之插圖勿過度營造情境，強調視覺效果，應採適宜之配置方式呈現。4.中年級自然教科書插圖表現樣式宜色彩鮮明、畫面富有美感、插圖情境有趣味，但仍應避免裝飾插圖，方能符合學生之認知範圍。 5.中年級自然教科書插圖之指引符號須配合操作活動設計，適時配合組織圖繪製，更易強化學生學習，期望能透過本研究提供教科書之相關設計者、教師選用教材之參考。 This study compared and organized types of plant images in all versions of grades 3-4 science textbooks as well as collected illustrations in all versions of grades 3-4 science textbooks as subjects of study in the second stage. The third stage of this study involved exploring and comparing functions and characteristics of different versions of grades 3-4 science textbooks as well as analyzing types, styles, and contents of textbook illustrations. The following research conclusions were reached after adopting comparative analysis and content analysis to evaluate the effectiveness of grades 3-4 science textbook illustrations: 1. As illustrations in Nan-Yi version textbooks are mostly photos of real objects, hand-drawn illustrations according to each unit’s theme are recommended in order to enhance textbooks’ aesthetic value. Illustrations in Kang-Hsuan version texts are primarily photos of real objects and accompanied by hand-drawn images whereas the scientific reading section in some units are presented with comic illustrations, more of which can be added in order to arouse students’ interest in learning. Han-Lin version textbooks employ a large amount of photos of real objects and hand-drawn illustrations according to each unit’s theme as well as scenarios accompanied by photos of real objects and images to be connected with students’ old experiences and close to students’ life. 2.In terms of illustrations at the beginning of some units in grades 3-4 science textbooks, various illustration styles may be added to create scenarios which facilitate students’ understanding of unit structure and students’ learning.3.The students’ DIY section at some units in grades 3-4 science textbooks are presented with texts and illustrations together. Illustrations in this section should not put excessive effort into creating scenarios and overemphasizing visual effects whereas appropriate layouts for presentation should be adopted. 4.Whereas grades 3-4 science textbook illustrations should be aesthetic with distinctive colors and interesting scenarios, excessive ornamentation should be avoided in order to suit students’ cognition.5.Guiding signs in grades 3-4 science textbook illustrations should be accompanied by DIY activities in order to reinforce students’ learning. The findings can provide a reference for textbook designers and teachers for choosing teaching materials.
關聯:	美學與視覺藝術學刊 7期
顯示於類別:	[本校期刊] 美學與視覺藝術學刊 [視覺藝術與設計學系] 美學與視覺藝術學刊

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