幾何圖形繪畫教學對全盲兒童創造力之啟發：一個10歲男童的個案研究

本研究是一個以行動研究為方法的個案研究，強調以幾何圖形的教學策略，教導一位四年級鮮有繪畫經驗的先天全盲男童。教學前，以前測及家長訪談方式了解參與者的起點能力，並設計合於其程度的繪畫課程。教學結束後，以研究者、專家、家長三方共同評量參與者的創造力是否有所成長。評量的項目包括：（1）作品創造力、（2）故事創造力、（3）其他創造力。研究結果顯示：幾何圖形的教學策略的確對全盲兒童的創造力有顯著的正向影響。使全盲兒童有效率內化明眼人的圖像元素，並以此能力表達思想與創意。對於此類兒童的教學策略建議為：（1）採用方便的繪圖工具和材料；（2）使用簡化的物體模型教具；（3）善用多樣的幾何圖形板解構物體或構圖；（4）描摩圖形板降低繪畫難度，銜接徒手創作；（5）使用彈性開放的教學模式；（6）發展能結合全盲者生活經驗的教學主題。

關鍵字

幾何圖形；繪畫教學；全盲兒童；創造力

並列摘要

This longitudinal research took one semester, adopted semi-action research method to teach a ten-year-old congenital blind boy who had no formal drawing experience before. The curricula emphasized on teaching pictorial principles through simplified characters of objects as combination of geometric elements. At beginning, a pretest and parents interview were conducted to comprehend participant's original capacity and to design proper drawing curriculum. At the end of the semester, the researchers, expert, and the parent individually assessed the participant's creativity, in terms of (1) product creativity, (2) story creativity, and (3) other creativity. The results suggest: geometrized figures drawing lessons made significantly positive influences on the participant's creativities. It efficiently helps children without vision to internalize pictorial elements same as sighted people; and through it, help them express their creative thoughts and imaginations. Six teaching strategies also suggested as following: (1) to adopt convenient drawing materials; (2) to use simplified 3-D models; (3) to teach pictorial concepts through various geometric boards; (4) geometric boards tracing can reduce difficulties and frustration of muscle control, in order to reach the final goal of drawing lessen; (5) flexible teaching, plan and interaction are necessary; (6) to develop drawing topics that connect children's own experiences.