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學術研究

以故事編輯模式探討兒童之色彩認知

論文名稱:  以故事編輯模式探討兒童之色彩認知
論文名稱(英文) A framework of exploring children’s color recognition through color-based story editing approach
研究者(中文) : 吳昱嫻
研究者(英文) : Yu-Hsien Wu
學 號 : 18012101
學位類別 : 碩士
出版年 :
論文頁數 : 90
學校名稱 : 國立臺中科技大學
系院名稱 : 設計學院
系所名稱 : 商業設計系
指導教授 : 吳銜容
中文關鍵字 : 色彩認知,故事編輯,教學準備
英文關鍵字 : color recognition,story editing,teaching preparation
論文使用權限 :
中文摘要: 兒童從日常生活中常見的物品開始認知色彩,例如黃色的計程車、咖啡色的木頭桌子等等,然而兒童對於學習色彩時的認知,常常被成人的教學方法所侷限,欠缺了自己思考的習慣。因此本研究提出系統化教材模組並以故事編輯方式為例,建置教學者從教學前準備、教學中步驟,及教學後分析,教學反饋的教材包,本系統教材模組依序為訊息傳遞模組、教學模組、評估模組、反饋模組。
本研究以視覺及聽覺感官讓兒童接觸故事的方式,引導兒童聯想故事中各個性格鮮明的角色與相對色間之關係;故事編訂時,對每個角色皆預先有設定色彩相對的定義配對,預設的色彩配對僅是參考答案。實驗分成兩次前期實驗與正式實驗,正式實驗中將在同一個繪畫教室學畫的受試兒童分成三組,測試不同的色彩提示刺激下,受試者將故事角色與色彩配對及色彩命名情形。實驗將測試在有、無色彩提示及錯誤色彩提示的三種情況下,兒童對於角色與色彩聯想結果與預設色彩的差距,最後再將配對好色彩的角色與相關水果色彩來進行延伸聯想,並且透過兒童畫編碼的方式使得色彩能夠更具體化呈現,增加學習色彩認知的正確度。
本研究期待此系統架構模組,能夠供教學者在教導兒童學習時透過多重感官系統化教學模式,促進兒童與教學者間互動,拉近彼此認知距離,此一多元化教學模式,未來也可將其中模組運用於不同學習領域。
英文摘要: Children usually recognize daily life objects based on color experience such as yellow taxi, white milk and green leaves. Color recognition plays an important role in learning objects and environment for children. Therefore, learning and recognizing colors from parent’s or teacher’s instruction has a great influence on children’s recognition ability and imagination which is “the beginning of creation” (George Bernard Shaw). A one-way teaching method based on adults color experience possibly will restrain children creativity.
To avoid above-mentioned problem, this research proposes a systematic approach using story editing to assist teachers or parent in preparing and planning instructions when they teach children how to recognize colors and objects. This approach includes a four-module framework: information delivery module, teaching module, evaluation module and feedback module. It provides instructors with a guide-book of pre-teaching preparation, instruction implementation and post-teaching analysis. The advantage of story-editing approach is to integrate senses of vision and hearing which guides children to correlate characters with respective colors and enhance their imagination.
This systematic framework of teaching preparation and planning is especially useful for teachers or parent to guide young learners who use color experience they learn from adults to recognize objects and environment. Its interactive and multi-modal manner provides instructors with a hands-on sample to arouse children’s creativity.
論文目次: 目次
中文摘要 i
英文摘要 ii
目次 iv
表目次 vii
圖目次 ix
一、前言 1
1-1研究背景與動機 1
1-2研究目的 2
1-3研究範圍與限制 3
1-4研究流程 4
二、文獻探討 5
2-1以繪畫作為工具 5
2-2兒童色彩認知 6
2-3兒童藝術教學與創造力開發 7
2-4將多模感官視為教學媒介 8
三、階段式提升兒童色彩認知架構之建置 10
3-1 模組A-訊息傳遞模組 11
3-2 模組B-教學模組 14
3-3 模組C-評估模組 15
3-4 模組D-反饋模組 16
四、實驗步驟 17
4-1前期實驗1 17
4-1-1研究對象 17
4-1-2環境設定 17
4-1-3實驗流程 18
4-1-4前期實驗結果 25
4-1-5 A、B組整理與比對 32
4-1-6前期實驗1結果討論 33
4-2前期實驗2 36
4-2-1實驗研究對象 36
4-2-2環境設定 36
4-2-3實驗流程 37
4-2-4 前期實驗2結果 41
4-2-5前期實驗2結果討論 47
4-3正式實驗 48
4-3-1研究對象 48
4-3-2環境設定 48
4-3-3實驗流程 49
五、實驗結果與討論 56
5-1色彩配對表現統計 56
5-2圖畫與色彩命名發現之常見表現 58
5-3繪畫資料 60
5-4從繪畫圖面評估表現 61
5-5實驗結果與討論 81
5-6四個模組之實際應用 82
六、結論 86
6-1 實驗結果 86
6-2 實驗限制 87
6-3 未來應用 87
七、參考文獻 88
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原文下載: http://handle.ncl.edu.tw/11296/ndltd/66387246189336477738
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