運用美感形式法則於視覺素養之教材發展與評鑑

黃薔

doi:10.6846/TKU.2012.00010

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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 , Masters　　Advisor：鄭宜佳　　

繁體中文 DOI： 10.6846/TKU.2012.00010

視覺圖像；視覺素養；美感形式法則；設計本位研究法； visual ； visual literacy ； aesthetic principles ； design-based research

Abstract │ Reference (103) │ Times Cited (6) │ Altmetrics

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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.

Reference ( 103 ) 〈TOP〉

王孟潔 (2009)。新進壽險顧問「電話約訪」模擬教材之設計與開發。淡江大學研究所碩士論文，未出版，台北。
連結：
吳方馨 (2011)。以ISD模式發展流行文化媒體素養融入課程之研究。國立台北教育課程與教學研究所碩士論文，未出版，台北。
連結：
吳芳瑜 (2009)。企業Rapid e-Learning教材設計發展之模式建構。淡江大學研究所碩士論文，未出版，台北。
連結：
李佳芬 (2006)。單元圖形之複合組構應用研究。國立臺灣師範大學研究所在職進修碩士論文，未出版，台北。
連結：
林曼麗 (2000)。臺灣視覺藝術教育研究。台北：雄獅圖書公司。
連結：

Times Cited (6) 〈TOP〉

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