完形心理學理論為基礎之靈感啟發學習模式之研究~以攝影為例

A Study on Inspirational Heuristic Learning Model that the Gestalt Psychology as the Basis , Taking the Fhotography for Example

黃金俊(Huan-Gin-Gun)

指導教授 ： 周談輝 ； 馮丹白

國立臺灣師範大學/科技學院/工業教育學系/博士(2005年)

摘要

本研究主要目的有二：一、以完形心理學理論為基礎，建構一個高職學生「攝影靈感啟發學習模式」。二、依據「攝影靈感啟發學習模式」，設計一套適合高職學生學習的教學方案，並探討對學生學習表現之影響。
針對上述研究目的，在研究目的一，本研究依據完形心理學理論，提出一個以攝影為專業領域，包含感覺組合、經驗喚起、慾望動機與價值構成四個成分的「攝影靈感啟發學習模式」，並就此一模式加以驗證。研究對象為國內北、中、南地區八所高職學校廣告設計科、美工科、影視科、圖文傳播科437位二年級學生。研究工具包括：感覺組合量表、經驗喚起量表、慾望動機量表、價值構成量表等四種。模式考驗結果發現，除易受樣本性質影響的卡方考驗外，在基本適配度、整體適配度和內在結構適配度方面，都顯示本研究所提出的「攝影靈感啟發學習模式」跟一般高二學生的攝影學習觀察資料可以適配。
在研究目的二，本研究者依據所建構的「攝影靈感啟發學習模式」，設計「攝影靈感啟發學習教學方案」進行教學實驗。本研究以高職圖文傳播科二年級兩班學生共68名為對象，分為實驗組與控制組進行教學實驗。藉由感覺組合量表、經驗喚起量表、慾望動機量表、價值構成量表等工具前、後測的實施，並以多變項共變數分析方法進行考驗。研究結果發現：本研究的「攝影靈感啟發學習教學方案」有助於增進實驗組學生在攝影學習感覺組合（形狀、色彩）、經驗喚起（事物聯想）、慾望動機（內在慾望、技術目標）、與價值構成（價值取向、自我價值、價值建立）等方面的表現。另外，質性研究過程發現，實驗組學生在感覺組合、經驗喚起、慾望動機、價值構成等方面會增加其它攝影運用形式及表現方式；從實驗組中選取攝影作品表現高、中、低的三位學生學習歷程來看，攝影作品表現較高的學生，可以針對事物間的形狀、色彩、質感、動感作最佳的攝影結合；攝影作品表現中等的學生，在攝影時，會想像把某些事物組合在一起的情形；攝影表現作品較差的學生，在攝影過程，知道如何去觀察形狀、色彩、質感、動感等事物之間的關係。
綜合言之，透過研究一的模式考驗、研究二的實證研究結果，本研究所提出的「攝影靈感啟發學習模式」可以穫得支持。最後，研究者根據研究結果，提出幾項建議做為攝影教學及未來進一步研究之參考。

關鍵字

完形心理學 ； 靈感啟發學習模式 ； 攝影

並列摘要

There were two purposes for the research. One was to build a “Photographic Inspirational Heuristic Learning Model” on the basis of Gestalt psychology. The other was to design a course curriculum based on “Photographic Inspirational Heuristic Learning Model” and then discuss the influence of model to the studying performance of students who study in senior vocational high schools.
As to the first purpose, the research focused on Gestalt psychology theory, inspiration, digital photography and other related literature and proposed “Photographic Inspirational Heuristic Learning Model”, which was a photography-based domain-specific, consisted of sensation synthesis, experience arousal, desire motivation and value construct. Then the model was validated. The research targets were 437 sophomores, who study at Departments of advertisement design, fine arts and crafts, film and theater, and graphic arts communication technique respectively in 8 senior vocational high schools located in North, Central and South Taiwan. The research tools included sensation synthesis scales, experience arousal scales, desire motivation scales, and value construct scales. The results of model tests indicated that except Chisquare, which is easily influenced by the samples, “Photographic Inspirational Heuristic Learning Model” fitted with the observation information of sophomores in terms of preliminary fit, overall model fit, and fit of internal structure of model.
As to the second purpose, based on the four important factors of “Photographic Inspirational Heuristic Learning Model” (sensation synthesis, experience arousal, desire motivation and value construct), the author designed a “Teaching Curriculum for Photographic Inspirational Heuristic Learning” and then experiment teaching was conducted. The research targets were 68 sophomores who were from two classes respectively in graphic arts communication department. One class was assigned as the experimental group and the other is the control group. The research tools, sensation synthesis scales, experience arousal scales, desire motivation scales, and value construct scales were utilized for pre-test and pro-test. Multivariate covariance analysis was adopted. The research found that “Teaching Curriculum for Photographic Inspirational Heuristic Learning” was a great help to the students in experiment group of keeping the performance in photography learning sensation synthesis (shapes, movements), experience arousal (objects relations, events relations, objects association), desire motivation (internal desire, self-actualization, technical objectives), value construct (value-oriented, self-worth). Besides, in experiment group, 3 students who respectively performed above average, about average, and below average in photography course were selected in order to review the study process. The research suggested that the student who performed better was able to offer the best combination of shapes, colors, quality, and movements among objects. The student who performed about average in the class was able to picture the image of the combination of different objects, utilize photography techniques, and present the surroundings. The student who performed below average in the class was able to observe the relations among shapes, colors, quality, and movements.
In conclusion, the research results that acquired from the model test of study one and the evidence of study two supported the proposed “Photographic Inspirational Heuristic Learning Model”. Also, the research result acquired from study two suggested that the students benefited from “Teaching Curriculum for Photographic Inspirational Heuristic Learning”, which was designed based on the model. Finally, according to the research results, the author put forward some suggestions to be the reference of photography teaching and further study in the future.

並列關鍵字

Gestalt Psychology ； Inspirational Heuristic Learning Model ； Photography