教導全盲兒童透過圖像幾何化教學進入圖式期繪畫階段之過程

Guiding Totally Blind Children to the Schematic Stage of Drawing by Using Image Geometric Teaching

林美倩(Lin Mei-Chien)

指導教授 ： 伊彬

國立臺灣師範大學/藝術學院/設計學系/碩士(2016年)

https://doi.org/10.6345/NTNU202204019

摘要

本研究以類似行動研究法的方法進行全盲兒童的繪畫教學研究，希望透過圖像幾何化的教學，引導中低年級全盲兒童進入圖式期繪畫階段。研究對象為少有繪畫經驗的先天全盲男童，中、低年級各一名。教學前，蒐集基本資料及實施前測以瞭解參與者的起點能力，並設計適合其程度的繪畫課程。教學後，實施後測以比較參與者在教學前後之表現。研究目的在於：（1）探討圖像幾何化教學對全盲兒童之影響；（2）比較中低年級全盲兒童繪畫表現之差異；（3）透過全盲兒童圖像幾何化教學的實施經驗與反思，提供有效的繪畫教學策略；（4）發展出適合全盲兒童圖像幾何化的教學流程與課程設計。研究結果顯示：參與者的前後測比較有明顯的成長，亦因圖像幾何化教學的過程發展出圖式期的繪畫特徵。由教學過程的演進及研究結果的分析後，本研究歸納出4大結論：一、圖像幾何化教學對全盲兒童之影響為：（1）促使中低年級全盲兒童進入圖式期的特徵；（2）提升中低年級全盲兒童的圖像辨讀能力；（3）提供中低年級全盲兒童有效的溝通與表達方法。二、全盲兒童在不同的年齡繪畫表現之比較為：兩位參與者皆能進入圖式期的繪畫特徵，但中年級的參與者所表現的圖式期特徵較豐富並且呈現較多細節。三、中低年級全盲兒童圖像幾何化的教學策略為：（1）教師需要提供多種教材與教具來輔助教學；（2）符合全盲兒童能力及興趣的教學主題能提高學習成效；（3）教師應使用彈性開放的教學模式來進行。四、圖像幾何化的教學流程與課程設計為：從教學過程中的檢討與修正，發展出適合的課程設計共6單元，主要能力指標為「幾何圖形」、「圖式符號」、「空間與構圖」的表現能力；主要的教學步驟依序為「簡化」→「平面化」→「幾何化」→「繪圖」。

關鍵字

圖像幾何化教學 ； 全盲兒童 ； 繪畫教學 ； 圖式期階段

並列摘要

This study used a quasi-action research approach to study teaching drawing to totally blind children. The aim was to use the image geometric approach to guide totally blind, elementary school lower grade (grades 1–2) and middle grade (grades 3–4) children to the schematic stage of drawing. The study participants were two male elementary school children with congenital total blindness; one in the lower grade and the other in the middle grade. Before implementing the teaching, the profiles of the study participants were collected and a pretest was conducted to determine the initial skill levels of these two participants. The acquired information was also used to design the drawing lesson. After the teaching segment, a posttest was conducted, and the pre- and posttest results were compared. The objectives of this study were to (1) explore the effect of image geometric teaching on totally blind children; (2) compare differences in the drawing performances between children in the lower grade and middle grade; (3) develop effective drawing teaching strategies based on the experience gained from and the reflection on teaching totally blind children drawing by using the image geometric approach; and (4) develop the image geometric teaching procedure and curriculum suitable for totally blind children. The comparison of the pre- and posttest results revealed that the test participants substantially improved. Moreover, the test participants also developed abilities of the schematic drawing stage after being taught using the image geometric approach. The following four conclusions were reached based on the process of developing and improving the teaching method and the analysis of the study results. First, the image geographic teaching approach revealed the following effects on totally blind children. (1) It facilitated the demonstration of schematic stage skills in totally blind children in the lower and middle grades. (2) It enhanced the image recognition abilities of totally blind children in the lower and middle grades. (3) It taught totally blind children in the lower and middle grades an effective means to communicate and to express themselves. Second, according to an analysis of the drawing performance of the two children, both of them demonstrated the schematic stage drawing abilities. Furthermore, the study participant in the middle grade displayed richer schematic stage features and drew with more detail than the study participant in the lower grade. Third, the following teaching strategies are useful when applying the image geometric approach to teaching drawing to totally blind children in the lower and middle grades. (1) The instructor should use multiple teaching materials and tools to enhance the teaching of drawing. (2) The instructor should choose a teaching topic that matches the totally blind children’s ability and interest to make learning more effective. (3) The instructor should apply a flexible and open teaching model. Fourth, regarding the development and design of the image geometric teaching procedure and curricula, the study developed six lesson units based on the reviewed and revised teaching process. The key ability indicators for the schematic stage are geometric figures, the manual of symbols, and the space and composition. The major teaching steps in sequence are simplification, planarization, geometrization, and drawing.

並列關鍵字

image geometric teaching ； totally blind children ； drawing teaching ； schematic stage

參考文獻

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