現象描述分析兒童畫中的海洋概念

推行海洋教育的目的在讓學習者能認識海洋，進而親海而愛海，然而，如何透過教學達成此一目的，並無一體適用的方式。教學者無法假設學生應該學什麼，而必須先了解學生們對於海的概念為何，理解程度和其親身經驗感受，待這些都能掌握時，才能判斷學生的起點行為並設計教學內容。現象描述分析法(又稱現象圖學)正可用來研究人們對客觀現象的概念，因為概念能反映人們對自己經驗的現象做何感想，簡言之，是人們經驗過客觀現象的個人看法。本研究依據現象描述分析法的理論，以臺灣(高雄市、台南市)199 名和江西南昌市196 名一、二年級學生為對象，要求他們畫下對海的印象，畫完為畫作命名，並寫下一小段文字來描述這些經驗。資料蒐集時間約20 分鐘，鼓勵學生以鉛筆或黑筆直接畫在紙上，不必著色。資料分析需多次循環，以確保描述分析分類的信度和效度。研究者和另一位協助教師進行兩次分類，第一次只整理所有內容，不事先預設分類框架；第二次分類則尋找具代表性的描述類型。研究者和協助教師對這些發現的類型再次測試、調整，最後確認。研究結果歸納出三層次三類的結構：靠海和內陸，性別、年級居住環境靠海的學生比住內陸的學生對海洋活動有較多樣化的描述，男生比女生更有興趣探究海底的世界，一年級學生比二年級學生有較多想像和非親身經驗的海洋概念。研究結果呈現兩岸學生對海洋的概念，了解不同的居住環境、性別和年級均可能影響海洋概念，因此，教師可針對學生目前的情況，設計適合的海洋教育課程。雖然南昌位在內地，仍有進行海洋教育的環境資源可用，不必執著於海邊的活動，尤其是濕地、森林與海洋並稱為全球三大生態系統，守護濕地亦是刻不容緩的事。對於台灣的學生而言，有四面環海的優勢，卻也因公德心不足造成海洋生態危機，故應多鼓勵學生親近海洋，並多舉行與海洋環保相關活動。

關鍵字

現象描述分析法；海洋教育；海洋概念；兒童畫

並列摘要

The purpose of marine education is to enable learners to understand the sea, approach the sea and then love the sea. However, there is no one-of-a-kind teaching method for achieving this end. Instead of assuming what their students should learn, teachers must first understand how much their students grasp the concept of the sea, the degree of understanding and their own experience. Based on these, teachers can determine the students' starting point and design teaching content. Phenomenography (also known as phenomenology) can be used to study people's concept of objective phenomena, because the concept can reflect people's feelings about what they experience. The purpose of phenomenography is to explore what insight the individuals gained from experiencing the objective phenomenon. Based on the theory of phenomenology, participants were 199 first-year and second-year students in Taiwan (Kaohsiung and Tainan) and 196 first and second grade students in Nanchang, Jiangxi invited to draw their impression of the sea directly with a pencil or black pen on paper, without coloring and write down a few words to describe these experiences in about 20 minutes. Data analysis needs to be repeated many times to ensure the reliability and validity of the description analysis. The researcher and another instructor classified the data twice. For the first time, the entire content was organized. The classification framework was not preset in advance until the second classification, a representative type of description produced then. The findings present students' conceptions of the ocean and the differences among them. The results of the study suggested the three levels and three types of structure: sea and inland, genders, grades, and living environment, etc. Students living in the sea on participated more marine activities than those living in inland; those living near the sea will present more diverse descriptions; compared to girls, boys are more interested in exploring the sea; first graders have more imagination of the oceans than the other. Therefore, teachers can design suitable ocean education curricula for students based on their current situation. Although Nanchang is located in the Mainland, there are still vicarious resources available for marine education for example, the longest river –Ganjiang, so there is no need to cling to activities by the sea. In particular, wetlands protection is also a pressing task because wetlands are one of the three major global ecosystems, with forests and the oceans. Taiwanese students have the advantage of being surrounded by the sea; therefore, they should be encouraged to approach the oceans more frequently and participated in more activities related to marine protection.

並列關鍵字

Phenomenography ； marine education ； ocean conceptions ； Children's drawing

參考文獻

許翠華、韓晶彥、王凱微。(2009)。現象圖學─描述人類經驗之方法學。耕莘學報，7，19-26。

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現象描述分析兒童畫中的海洋概念

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