國小三年級與六年級高低學業成就之男女學童對圖畫書的理解與觀察行為之差異

How G-3 and G-6 Boys and Girls of Different Academic Achievement Comprehend and Observe Picture Books

陳欣妤(SHIN-YU CHEN)

指導教授 ： 伊彬

國立臺灣師範大學/藝術學院/設計研究所/碩士(2012年)

摘要

本研究藉由實驗觀察與訪談法，以三年級與六年級高低學業成就之男女學童為研究對象，探討兒童對於圖畫書的理解與觀察行為的差異。本研究主要發現如下：1.「理解能力」：a.六年級高於三年級。b.男生答對題數高於女生；但有可能是因為問卷題目類型比例不平均。c.高學業成就學生答對題數高於低學業成就學生。d.高學業成就學生的理解能力會因認知發展不同而有成長的趨勢，但低學業成就的學生比較沒有明顯的改變。e.六年級、高學業成就理解情緒背後原因的能力較三年級、低學業成就佳；大部分學生都能夠辨別出畫面中青蛙的情緒，但不一定能理解情緒背後的原因，代表仍無法掌握事件背後的因果關係。f.當無法理解時，學生會結合自我經驗和既有知識對畫面臆測，大部分的學生會回答出較為合理且符合自然定律的錯誤答案。g.各學科能力會影響理解能力。2.觀察行為：a.六年級、高成就學童注重大面積的物件；三年級、低成就學童注重有趣的細節；而女生又比男生更注重細節。b.高成就兒童讀圖有系統順序；低成就兒童則無固定方式。

關鍵字

圖畫書 ； 圖像理解 ； 認知發展 ； 學業成就 ； 視覺注意力

並列摘要

This study adopted an experimental observation and interviewing method, and aims to analyze third-grade and sixth-grade high and low academic achievement boys and girls’ comprehension and observation behavior on the picture book. The results suggest: 1.Comprehension: a. Sixth-grade students have higher comprehension than third-grade students. b. Boys made more correct answers than girls in comparison; but this may due to the survey question types were uneven proportion. c. High academic achievement students’ comprehension is higher than low academic achievement students’. d. High academic achievement students’ comprehension had a growing trend due to different cognitive development; but low academic achievement students did not have significant growth. e. The ability to understand the reasons behind the emotions: sixth-grade students are better than third-grade; most of the students are able to identify the emotion of the angry frog but not everyone can understand the reason. f. The students used their self-experience and knowledge to explain those storylines which they cannot understand. Most of the students who answered wrongly are still reasonable and consistent to law of natural. 2. Observation behavior: a. Sixth-grade or high achievement students tended to focus on the main objects in the picture; third-grade or low achievement students focused on interesting details. Girls paid attention to details more than boys. b. High achievement participants observed pictures in order; The low achievement participants did not.

並列關鍵字

picture book ； picture comprehension ； cognitive development ； academic achievement

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