激發論：以解說分析模式解析太魯閣國家公園布洛灣上台地竹林步道之解說牌

Tilden (1957)提出解說的六個原則，成為解說從業人員設計、發展與研究解說的圭臬。其中第四原則：「解說的主要目的並非教導，而是激發」。如何將「激發」具體實踐呢？美國國家公園署認為其訓練教材如解說分析模式(Interpretive Analysis Model)可提供入門方法。唯這些工具，均研究、分析英文解說作品，較難立即協助中文解說的發展。此研究首度運用此解說分析模式，調查分析太魯閣國家公園布洛灣，上台地竹林步道的10面解說牌。內容分析以具體資源、抽象含義、普世價值、解說方法等編碼解說作品內容，分析提供遊客與資源意義連結的機會、主旨與整體的效果。研究提出四種提供不同激發潛力的作品結構，其中以「結合玄疑、提供證據、說明因果關係、引導觀察以激發洞察力、同理心與好奇心」最為顯著。研究發現，優秀的解說絕非偶然的結果，作品方法多元且結構嚴謹。強調解說不僅只需「技巧」，更須「方法」。並建議未來設計訓練課程時，應針對激發遊客的解說方法多加研習，創造讓資源「活過來」的機會。

關鍵字

解說分析模式；解說牌；激發；解說方法；評估

並列摘要

The Father of Interpretation, Freeman Tilden, introduced six principles of interpretation in 1957. The fourth principle highlighted that, ”The chief aim of Interpretation is not instruction, but provocation.” Tilden, however, did not provide additional processes or tools in creating interpretive products that provoke visitors. The Interpretive Analysis Model, developed by the National Park Service's Interpretive Development Program, edited by Larsen (2003) has been used to assess the quality of interpretive programs. The Model emphasizes on the following elements: tangible resources (T), intangible meanings (I), universal concepts (U), the T-I link, opportunities for emotional and intellectual connections to resource meanings, and the cohesive development of a relevant idea. The study uses the Interpretive Analysis Model to examine ten wayside exhibits along the Upper Bamboo Grove Trail at Buluowan, Taroko National Park, Taiwan. Study results suggested that several methods, including solving of mystery, comparisons, questioning techniques and word picture were used. The study then concluded that not only knowledge of the resource, but also proper knowledge of visitor's needs and well-developed interpretive methods could create opportunities for the visitors to be provoked in thoughts, idea, feeling, and meanings, and thus care for the resource.