運用LINE對話機器人敘事題項探究詩詞意境感知之研究

十二年國教課綱「藝術涵養與美感素養」指出新學子需具備的素養，凸顯美感的重要性。人生來對美感有敏銳度各異，經後天教育啟蒙，美感體驗可於適當情境展現。美感素養具美感鑑賞、體會、詮釋等指標，素養為藝術生活化的深層涵養。美感需要題材展現，詩詞又為美的載體，閱讀時能引發情感共鳴而產生美感聯想。而感受詩詞意境的方式有無其他可能性？以對話式文字敘述結合詩詞圖像的「敘事題項」能如何引導探究詩詞意境，少有文獻提及，值得探究。本研究自選兩首唐詩、兩首宋詞，設計對話式問答「敘事題項」，將詩詞文字與詩詞圖像相互對照，探究詩詞文字、圖像與意境美感的關聯。研究工具「詩詞意象美：My Poetic Bot」整合系統介面，運用科技工具提升人們對文學與美感的觸及。研究分為兩階段，第一階段測試平台穩定性與「使用滿意度」，從而優化程式碼與對話內容。第二階段分為「詩詞先備知識」與「詩詞意境美感」工作坊，透過問卷施測以了解文、理組受試者的美感感知差異，經操作詩詞作品選單後，美感問卷各面向皆有所提升，可了解本平台可作為美感感知觸及之學習工具。本研究創建了詩詞意境感知的探索工具，透過敘事題項引發好奇心，以對話引發與美感經驗與聯想，運用Google App Scripts (GAS)串聯雲端試算表，編輯並蒐集回饋，避開LINE權限限制，提供儲存與讀取的功能，平台也可作為使用者的學習歷程資料。未來研究可蒐集使用者回饋，以文字雲蒐集關鍵字自動回應，修正題項難度使之擴展為大眾皆可用的美感學習工具。

關鍵字

詩詞意象；詩詞圖像；美感素養； Chatbot ；敘事題項

並列摘要

The "Artistic Appreciation and Aesthetic Literacy" in the Curriculum Guidelines of 12-year Basic Education has pointed out the competency that students need and highlighted the importance of aesthetics. People have a different sense of aesthetics.The aesthetic experience could be displayed in proper situations with educational inspiration. Aesthetic literacy has indicators such as aesthetic appreciation, experience, and interpretation, and literacy is the deep cultivation of artistic life. The aesthetics need to be displayed by subject matter and poetry would be a suitable carrier that can arouse emotional resonance and generate aesthetic associations when reading. Are there other possibilities to find artistic conception of poetry? With a rare literature review, it is worth figuring out how conversational narration combined with poetry image could explore the connotation of the poetic conception. This study implemented the materials of two Tang poems and two Song poems to design a "Narrative Issues." The poetry and the image were corresponded with each other to explore the relationship between the poetic conception and aesthetics. "The Beauty of Poetry Scenarios: My Poetic Bot" was used as a research tool. This Chatbot system interface has been designed to improve people's understanding of literature and aesthetic perception through technology. This study was divided into two stages of experiments. The first stage was to test the platform's stability and users' satisfaction, then to modify the code and narrative issues. The second stage included the "Poetry Preliminary Knowledge" workshop and the "Poetry Artistic Conception" workshop. Through questionnaires before the workshop, this research understood the differences in the aesthetic perception of subjects between liberal majors and science majors. After operating the Chatbot, all aspects have been increased in both groups. This Chatbot could be used as a learning tool for aesthetic perception. This study has created a learning tool that breaks the boundaries between majors through the automatic dialogue of narrative issues. Therefore, narrative issues could inspire each people's curiosity and aesthetic experience. With Google App Scripts (GAS) connect code and cloud spreadsheets, the platform collects and edits feedback. The platform also provides storage and reading functions without permission restrictions from the LINE app, which could be used as a learning process material for students. Future research could collect user feedbacks, keywords, create Word Clouds to make automatic responses, and modify the difficulty of content to make the platform an aesthetic learning tool for the general public.