國小中年級「自然與生活科技」教科書編輯及插圖之研究

教科書是達成台灣教育目標、傳遞臺灣文化、型塑臺灣社會價值之重要工具。綜觀國內現有關於國小自然科教科書方面的研究，大多都從研究者角度或學習者與使用者角度依文本結構與邏輯探討做比對研究，甚少是從教科書視覺角度探討教科書插圖之圖像形式、媒材表現樣式等設計做研究探討。有鑒於此，本研究第一階段根據相關文獻做整理與討論，第二階段進行各版本中年級自然教科書植物圖像類別形式做比較研究與歸納，蒐集各版本中年級自然教科書插圖為研究樣本，第三階段探討比較不同版本中年級自然教科書之功能及特色，並分析教科書插圖類別形式與插圖之表現樣式內容，最後根據問卷調查表之分類結果作分析與討論，以完成研究報告。研究結論如下：1.教科書插圖編排，應多著重於各式媒材表現手法，搭配情境方式，貼近學生生活；2.教科書中的插圖位置，應採適宜之配置方式呈現；3.教科書之照片畫應呈現單一植物，以避免誤導學生學習；4.中年級自然教科書插圖表現樣式宜色彩鮮明、畫面富有美感、插圖增添趣味性，但仍應避免裝飾性插圖，方能符合學生之認知範圍；5.市售書刊與教科書的使用之年齡層與性質各異，編輯時，應特別留意表現樣式之技巧；6.教科書版本與市售書籍的植物插圖拼貼技法，使用方式較少；7.三年級學生喜愛植物插圖色調鮮豔、造型活潑的簡化圖像。四年級學生可接受植物繪製技巧上偏向抽象的概念，但繪製植物造型時仍要偏向具體呈現。期望能透過本研究，提供教科書之相關設計者、教師選用教材之參考。

關鍵字

自然教科書；插圖；中年級教科書

並列摘要

Textbooks are important tools to achieve educational goals in Taiwan, pass down Tai-wanese culture, and mold social values in Taiwan. An overview of existing studies of primary school science textbooks in Taiwan revealed that most studies are studies which compare text structures and logics from the perspective of researchers, learners, or users. However, few studies look into elements of design such as presentations and materials of textbook illustrations from the perspective of visual perception. In light of this, after compiling and discussing about relevant literature in the first stage, this study compared and organized types of plant images in all versions of grades 3-4 sci-ence textbooks as well as collected illustrations in all versions of grades 3-4 science textbooks as subjects of study in the second stage. The third stage of this study in-volved exploring and comparing functions and characteristics of different versions of grades 3-4 science textbooks as well as analyzing types, styles, and contents of text-book illustrations. Finally, according to the questionnaire results for analysis and dis-cussion, and to complete the study. The conclusions are as follows: 1.Illustrations in textbooks arrangement should focus on all kinds of media and expression, with a situation, close to student life; 2. Illustrations in textbooks should be picking suitable configurations; 3.Textbooks photo painting should present a single plant, in order to avoid misleading students; 4. Whereas grades 3-4 science textbook illustrations should be aesthetic with distinc-tive colors and interesting scenarios, excessive ornamentation should be avoided in order to suit students’ cognition; 5. The market-available books and periodicals are particularly as different as age range and property of use of textbook, should keep in mind the technique of expressing the style while editing; 6.Textbook edition and mar-ket-available dog's-ear plant illustration put together to post a skill, the usage is less; 7. The grades three students likes the plant illustration tone simplification picture with colorful and cheery shape. The grades four students can accept a plant to design the technique up still need to be partial to concretely present while being partial to the ab-stract concept, but designing a plant shape. The findings can provide a reference for textbook designers and teachers for choosing teaching materials.