運用美感形式法則於視覺素養之教材發展與評鑑

Utilizing Aesthetic Principles in Visual Literacy—Courseware Development and Evaluation

黃薔(Chiang Huang)

指導教授 ： 鄭宜佳

淡江大學/教育學院/教育科技學系碩士班/碩士(2012年)

https://doi.org/10.6846/TKU.2012.00010

摘要

視覺素養為視覺上的理解與創作的能力，解讀視覺圖像需要透過學習，才能正確無誤的作出適當的解讀與判斷。本研究旨在探討運用視覺素養之基礎理論—美感形式法則中的十四項形式法則為主軸，開發教材並進行評鑑。根據文件分析結果編寫美感形式法則教材，內容安排清楚規劃教學的各步驟與活動。研究採設計本位研究法(Design-based Research, DBR)，研究流程分為發現、整合、分析、設計、發展、應用、評鑑、結果此八階段實施，並以淡江大學教育科技學系大三學生為研究對象。本教材進行兩週之「美感形式法則」教學，第一週為主要的教材內容教學，第一週之課後作業由同學分組進行作品拍攝—10張運用美感形式法則照片，再於第二週課堂上由學生呈現作品並進行教師評分與小組互評，藉以檢測學習者對美感形式法則的理解與創作能力。
研究輔以專家評鑑針對教材內容進行更正與修改，以及學習者滿意度問卷以瞭解學習者對於教材的滿意程度並提供進一步的教材修改建議作為教材實際實施成果上的討論。研究結果顯示，專家建議教材應於活動規劃與內容排序上作調整。而在學習者滿意度方面，學習者對於美感形式法則教材接受度高，且認同此教學內容在視覺素養能力的培養上皆有所助益，並提供多項針對教材修改上具體的建議。本研究結論美感形式法則教材對於學習者在視覺素養的能力是有影響的，無論是美感的培養亦或是對視覺圖像上理解與創作的能力皆是，並針對教材歸納下列結論：1.教材可增加範例圖片數量：透過展示各種形式法則的範例圖，以增進學習效果。2.多數學習者偏好實做活動：在視覺素養的教學設計上，如能將理論結合實務，對學習者在視覺設計的學習上較有幫助。3.小組互評可多增加互動性：透過討論使學習者瞭解學習上不足之處，藉由給予他人建議同時檢視自己在相關認知上是否無誤。最後本研究提出四點對未來研究建議：1.採用設計本位研究法發展教材，藉由反覆的測試、修改設計，能使得教材設計更為精鍊。2.製作一整套的視覺素養課程，因應目前社會培養視覺素養的需求且視覺素養含括內容多元，建議可規劃實施一整學期。3.評鑑階段增加訪談部分，針對課堂觀察與發放的問卷分析統計結果作深入探討。4.可針對不同領域、年齡層之學習者發展符合其需求之視覺素養教材，或針對造形、色彩理論、平面構成等主題作規劃。

關鍵字

視覺圖像 ； 視覺素養 ； 美感形式法則 ； 設計本位研究法

並列摘要

Visual literacy is an ability to understand and create visual images. Learning visual literacy is crucial in order to make appropriate interpretation and judgment of visuals. This study aimed to apply 14 aesthetic principles to develop and evaluate visual literacy courseware. Design-based research (DBR) was implemented in eight phases to create and assess the instructional materials, namely discover, organize, analyze, design, implement, apply, evaluate and discuss the results.
After the courseware has been developed, expert review was conducted to provide feedback for the revision of the instructional materials. The researcher then made revisions in accordance. Next, the courseware was implemented for two weeks. In week one, the 14 principles were instructed and discussed. Groups of students were asked to take 10 pictures based on the principles as a course assignment. In week two, students presented their assignments. Instructor and peer evaluations were conducted after each group presentation. Then the satisfaction questionnaire was given to students to investigate their reflection and provide further discussion as well as future suggestions.
Findings in this study indicated that the experts advised revisions of the instructional activities and content sequence. As for student satisfaction, students held positive attitudes toward the instructional materials and agreed that the content is beneficial for them.
This study also found that the instructional materials were not only useful to help students build a sense of aesthetics, but also helpful for developing the ability of visual literacy. The conclusions are as follows.
1.Increase the number of pictures. Learning can be enhanced by showing sample pictures of various aesthetic principles.
2.Most students prefer authentic practice. It is helpful to combine theories and practice in the instructional design of visual literacy.
3.Use more peer evaluation activities to facilitate interaction. Students can realize the weakness of their assignments and examine their own cognition through others’ feedback.
Suggestions for future studies are as follows.
1.Through continuous review and revision in the phases of design-based research, instructional materials can be polished to perfection.
2.Implementation time should be a whole semester to carry out a complete visual literacy course.
3.Integrate interviews in the evaluation phase to gain better understanding of the results gather from class observation and questionnaire.
4.Plan and develop suitable visual literacy materials for different subjects, topics or age groups.

並列關鍵字

visual ； visual literacy ； aesthetic principles ； design-based research

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