本研究旨在分析103學年度國中數學教科書插圖之功能類別、呈現方式及可能潛在設計缺失等議題。以多媒體學習認知理論及設計原則為理論基礎,採內容分析法探討第一冊國中數學教科書之插圖設計,比較三個版本(N、H、K)插圖之功能類別、不同呈現方式插圖所占之數量,同時評析插圖設計之可能缺失。 綜合本研究結果,提出下列結論:三個版本國中數學教科書插圖功能分類、不同呈現方式及缺失設計之數量比率無顯著差異,其中N版插圖設計較另兩個版本符合多媒體教材設計原則。 整體而言,在插圖的功能類別上,解釋類插圖數量比率最高,組織類插圖數量最低,不符合少用裝飾類插圖的原則。在插圖呈現的方式上,以方格最多、繪圖次之、照片最少,反映數學教科書學習內容較不生活化的特性。 另外發現有些插圖設計有潛在缺失,這有可能影響學生的學習成效。
The study aims to analyze the various functions, presentational types and the possible latent drawbacks in design on the illustrations of the math textbooks for junior high school students. Based on the cognitive theory of multimedia learning, the study adopts content analysis method to analyze the illustrations shown on the math textbooks for 7th grade. Three different common versions of math textbooks (N、H、K)were selected, analyzed and compared. Major findings are stated as follows. Firstly, with regard to the number and converge of illustrations of various functions, presentational types and the drawbacks in design, there is no significant difference across the three versions. However, compared to the other two versions, version N seems to follow the multimedia design principles more closely. Overall speaking, with regard to the various functions of illustrations, interpretational illustrations were most frequently used and organizational ones the least. The finding not supports the addressed proposal in related literature concerning illustrations, decorative illustrations should be avoided. With regard illustrations to the presentational types, form’s illustrations were most frequently used, graphic ones the second, and photographic theleast. This finding reflects learning content of math textbooks don’t put it into practice.