隱喻影像之視覺意象認知及其藝術教育意涵

當今諸多影像在使用上，多數都應用隱喻技巧，除具美學性、趣味性外，更能誘發觀者有抽象、深層思考。對觀者來說，究竟會先就影像外觀造形、形態進行聯想，產生視覺意象而後引發隱喻概念，亦又會受到哪些因素影響，成為本文主要研究焦點。本文以量化研究為主，以隱喻影像為實驗樣本，針對高中生族群進行視覺意象認知調查。本研究結果發現，高中生對當今隱喻影像，依據視覺意象認知分析結果，可歸類出三種不同的類型：「自然風格類」、「調和人文類」、「具象對比類」；當高中生面對隱喻影像時，也易受已存心理對影像之「造形設計」、「創意感受」、「風格呈現」之意象因素而影響意象認知。透過此項研究結果，發現學生並非只對影像的視覺隱喻表現形式簡單或繁複產生視覺意象認知偏好，反倒是會受到上述三種視覺意象因素影響其認知趨向。故建議教師應可在教學、教材媒體選擇上，可聚焦於高中生對隱喻影像之意象認知所產生的不同感受，於教學時進行造形、創意、風格等面向之鑑賞教學策略，並強調隱喻影像所帶來的情感訴求，尊重個體之美感認知差異，逐步使高中生建立美感敏銳度及培養象徵性思考能力。

關鍵字

隱喻影像；視覺意象認知；認知趨向

並列摘要

Nowadays, many images use metaphoric skills. In addition to aesthetic and interest, they can also arouse viewers deeper and abstract thinking. Did viewers associate the look of images with cognition of visual imagery, which then caused metaphoric concept? What kind of image association came to their mind after seeing the images? What are the influence factors? These are the main research foci of this study. In the study, the survey of cognition of visual imagery for senior high school by the quantitative methods was employed. The results revealed the experts’ criteria for selection of metaphorical images, and nine metaphoric images were categorized into three main styles by the teenagers, including natural style, harmonic-humanism style, and figurative-contrast style; Upon seeing a metaphorical image, the teenager was likely to be affected by the image factors hidden in their minds, such as ＂form design＂,＂ feel of creativity＂ and ＂style presentation＂, and then made up their minds about their cognitive preference over visual imagery. Results of study indicate that students were influenced by the three visual imagery factors and did not only produce simple preferences for cognition of visual imagery. Therefore, it is suggested that teachers should be able to focus on the different feelings of students' imagery perceptions of metaphorical images by choosing teaching media. On the other hand, the teachers will be able to practice appreciation strategy of form, creativity and style presentation in teaching and emphasize the emotional by metaphorical images. Finally, to respect the individual differences in aesthetic perception, it will enable high school students to establish aesthetic acuity and cultivate symbolic thinking ability.