激發學童想像力圖卡設計要素之研究

本論文旨在探討能激發學童想像力的圖卡設計要點。本研究採用看圖說話實驗教學的研究法，首先對被試學生進行威廉斯創造力評量測試，然後根據創造力得分分成想像力水平接近的A、B兩組。進行看圖說話教學實驗課的過程中，一組使用舊圖卡，另一組使用改進後的新圖卡。圖卡改進要點包括：1.改變圖卡人物；2.小動物擬人化；3.用文字表現聲音；4.增加說明性的文字；5.調節圖卡色彩使其更鮮亮；6.調節人物表情使其更豐富。每次課程結束後，對學生的想像力進行評分，探討各種圖卡改進方案對激發學童想像力的效果。全部課程結束後進行威廉斯創造力後測，所得資料以統計方法進行分析。研究結果發現：（1）改變圖卡設計要素能增進學童的想像力。（2）實驗中六種設計要點中除改變人物表情無顯著效果外，其餘五種皆有影響；依照效果排行順序如下，小動物擬人化效果最佳，其次是改變圖卡人物、增加說明性文字、用文字表現聲音、改變圖卡色彩。（3）圖卡的運用有助於提升學童觀察，記憶，思維及語言表達之能力。（4）威廉斯創造性評量表適用於國小二年級學生。本研究建議：（1）能激發學童想像力圖卡的設計要點，除了本文所研究的六點外，應該還有很多，有待學者進一步的深入研究。（2）由於條件所限，本研究對圖卡的設計與改進較粗糙，亟待提高。學者如對圖卡的改進過程進行優化，應能得到激發學童想像力效果更好的圖卡。（3）由於時間與樣本所限，本研究中的看圖說話教學實驗課程較短，若後續研究能增加看圖說話教學的上課時間與樣本數，應更能提升學童的想像力與研究的精確性。

關鍵字

圖卡設計；想像力；威廉斯創造力量表

並列摘要

The purpose of this study were to explore the keypoints of story card design on stimulating the imagination of primary school students. This study utilized experimental method of teaching course of speaking with the help of pictures. By providing a William’s creation ability test, the students were divided into two groups, group A and group B, based on the level of their imagination to make sure that the imagination level of this two groups are equal. During the experimental teaching course of speaking with the help of pictures, group A used old story cards while group B used story cards that had been redesigned. The key points of story card design includes: 1. Change the people in story card; 2. Made the animals in the story picture anthropomorphic. 3. Perform the voice with words; 4. Increase the descriptive text; 5. Adjust the colors of story cards to make it more bright; 6. Regulate the expression of people to make it more exaggerated. Each time after the class, score the imagination of every student. The statistical methods were applied to find out the most effective design program on stimulating the imagination of primary school students. The result showed that: 1. Redesign the story cards can stimulate the imagination of primary school students; 2. Most of the six kinds of redesign key points can stimulate the imagination of primary school students except the one 「Regulate the expression of people to make it more exaggerated」. The descending sort are as follows: The most effective keypoints is 「Made the animals in the story picture anthropomorphic」, followed by 「Change the people in story card」, 「Increase the descriptive text」, 「Perform the voice with words」, and 「Adjust the colors of story cards」. 3. The use of redesigned story cards can improve the observation, memory, thinking ability and language ability of Primary school students. 4. William’s creation ability test is suitable to the elementary second grade primary school students. The study suggests that: 1. There may be more keypoints of story card design besides the six ones used in this experiment, researchers may make further study in these points. 2. In this study, the redesign work of the story cards were too rough, researchers may improve the redesign process to enhance the resulets. In this study, the experiment time were too short, researchers may increase the class time of speaking with the help of pictures to improve the results precisely.