以視覺設計文法比較臺澳科學教科書圖像－以七年級生物分類單元為例

社會符號學指出科學教科書的圖像設計無法免除社會文化的影響，本研究旨在探討臺澳教科書中圖像表徵之差異，以視覺設計文法為理論架構（Kress & Van Leeuwen, 2006），從三個後設功能（概念、人際、與語篇）分析圖像所隱含的意義。本研究採內容分析法，取樣臺澳七年級教科書各三個版本，以生物分類單元的圖像作為分析對象。所分析的圖像原有325個圖組，在決定圖像最小單位後，成為990個單位圖像，依照編碼表將每個圖像編碼，分別計量後再進行質與量的比較。結果顯示，在概念後設功能方面，兩國在第一層與第二層的圖像結構分佈類似，第一層主類別皆以概念結構最多，敘述結構極少；第二層次類別多以分析與分類等結構表徵生物特徵與分類的概念。深入第三層對分類次類別的圖像分析後，發現澳版較多採用顯明分類的方式，能彰顯類別的階層關係，臺版多用的隱蔽分類方式則無此功能；在人際後設功能方面，澳版較能運用圖像在動作、參與度、社會距離與權力關係等層面的設計技巧，營造讀者與圖像間較佳的人際關係；語篇後設功能方面，臺澳在版置安排的差異潛藏著社會文化的影響。上述概念、人際、與語篇三個後設功能的分析顯示臺澳科學教科書的圖像的確存在著差異，文末並對教科書圖像編輯與教學提出建議。

關鍵字

生物分類；科學教科書；視覺設計文法；跨國比較；圖像

並列摘要

Social semiotics proposes that image design is influenced by socio-culture. Drawing on the theoretical framework from grammar of visual design (Kress & Van Leeuwen, 2006), this study compares the images in Taiwanese and Australian high school science textbooks according to three metafunctions: ideational, interpersonal, and textual. Content analysis is used to analyze the sample units of biological classification, which are shared most consistently across six textbooks: three from Taiwan and the other three from Australia. According to our coding scheme, 325 original image complexes can be analyzed into 990 basic image units. All of them are coded qualitatively and compared quantitatively. The comparison of ideational metafunction indicates that the image structures in the first and second level analysis are similar between countries. The majority of images are represented by conceptual structure. Only a few are represented by narrative structure. Both analytical and classificational structures are the most common subtypes to represent the features of living things and their taxonomy. The difference between countries is not revealed until a further analysis of analytical images. It is found that Australian versions use more representation of overt taxonomy which can explicitly represent hierarchical relationships of classification among concepts. Instead, Taiwanese versions use more representation of covert taxonomy which is short of such function. The comparison of interpersonal metafunction reveals that Australian versions skillfully use the functions of image act, involvement, and social distance to construct a closer relationship between the images and readers. The comparison of textual metafunction unfolds that the difference of image design is influenced by the factors from socio-culture. The results from these three metafunctions all confirm that there are some differences among the images in Taiwanese and Australian science textbooks. The implications for images teaching are discussed. Also, suggestions for publication of science textbooks and further research are made.