國小弱視學童完形圖像認知歷程之研究 — 以「圖與地」、「群化原則」為例

Abstract

「全人教育」是目前教育發展上最重要的目標之一。其目的在於追求人的內部建造工程；即是五育：德、智、體、群、美並重，講求認知、情意、技能均衡與身、心、靈的合一。在升學主義漸微，全人教育萌芽之際，各方始重視美術教育的落實。又，訊息的傳播除了平面媒體，近年來由於科技的進步，網路也成為資訊傳播管道中不可忽視的一環。但是，提及視障團體；大多數人仍認為他們無法直接利用視覺接受美感經驗，而忽略視障者在美感、影像上的教育與刺激。 本研究以完形中的「圖與地」及「群化原則」圖像為例，針對弱視學童與視力正常學童進行認知歷程之質性探究，目的是了解弱視學童與視力正常學童認知差異為何；不同視力程度與教育安置的弱視學童之間，認知歷程又是如何。 研究的結果發現，所有弱視學童群化認知最好的群化原則為「封閉性」，啟明學校弱視學童認知最差的為「類似性」；一般國小弱視學童群化認知最差的為「接近性」；而視力正常學童群化認知最好的為「類似性」；最差的為「接近性」。另外，弱視學童對於抽象的幾何圖形的認知會有較視力正常學童多的想像與形容詞，而視力正常學童傾向較保守、嚴謹的認知。 本研究結果可提供教師及訊息傳播者了解弱視學童的完形認知情形，以知道如何幫助他們增加完形圖像刺激與經驗。此外，在閱讀資訊的呈現上，瞭解如何避免對他們容易產生閱讀干擾的「完形類別」與提供最佳的「完形訊息」；使弱視學童的資訊讀取更為正確、流暢及快速。

" Holistic Education" is one of the most important objectives in the development of contemporary education. The purpose of this sound education system is to pursue integrity when one is building up his inner self. That is, one has to place an equal emphasis on moral, intellectual, physical, social, and aesthetic development, seeking the balance among cognition, emotion, and motor skill. As the notion of all-round education is burgeoning, people start to pay much attention to the practice of aesthetic education which has been long disregarded in the past because of the sole emphasis on one's academic performances. With the advence of the information era, internet has become a hit among communication media. However, people still neglect the aesthetic education and stimulation toward the visually handicapped who are often considered unable to perceive aesthetic experience directly by their sight. Illustrations of laws of grouping organization and figure-ground relationship of Gestalts were used in this research. Both weak and normal sighted students were investigated in order to understand the different cognition caused by crippled eyesight. The study also inquired about the process of recognition among visually handicapped students of distinct levels of eyesight and of different learning environment. The result of this study shows that “ closure “ is the best law of grouping organization for all weak sighted students in their gestal cognition. But for the weak sighted students in the “ Tai-Chung City School for the Visually Handicapped “, the worst law is “ similarity “; and for the weak sighted students in normal primary schools, the worst law is “ proximity “. As to normal sighted stuents, the best law is “ similarity “, and the worst is “ proximity “. Moreover, weak sighted students seemed to have more imagination and adjectives in their cognition of those abstract graphics when compared to normal sighted students, who tended to be rather conservative and careful in their gestal cognition. The outcomes of this study may help teachers and message carriers to understand the gestal cognition of poor sighted school children, and to further help those kids to increase stimulation and experience of gestalt images. Moreover, the results of this research may also help the message carriers to obtain a clear picture about how to avoid kinds of gestal images which easily bother visually handicapped kids while they are reading.