以寫作模式融入視覺故事設計教學之行動研究

Action Research in Teaching- Integrating Writing Style into Visualized Story Design

莊妙仙(Miao-Hsien Chuang)

寫作模式 ； 創意思考 ； 修辭 ； 視覺故事設計 ； Writing Model ； Creative Thinking ； Rhetoric ； Visual Storytelling Design

設計學報

26卷2期（2021 / 06 / 01）

1 - 22

繁體中文

進入3C資訊充斥、圖像思考的時代氛圍，學生不再滿足於課堂原始知識，如何活化教學內容，增加學習趣味與動機，對各階層的教師而言，都是很大的挑戰。本教學研究運用文學寫作模式之核心精神與視覺創意思考模式，融入視覺故事設計教學，藉由文獻回顧、教學行動研究、問卷調查等研究方法，執行「主軸課程」與「輔佐活動／動腦時間」雙軌教學方案；學理與應用並進，專業演練與遊戲互動相互調配，讓學生在輕鬆開放的自由思維下，展現創意，積極學習。透過視覺符號、視覺想像、視覺修辭、視覺故事設計等四階段單元設計與實施，本計畫已見教學與學習成果：1.建立視覺創意教材與作業評量尺規。2.反思與問卷：教師除書寫反思日誌外，並針對學生進行學習成果、教材回饋、學生自我評量等問卷調查；結果顯示，同學對此課程普遍反應良好，也都覺得教材新穎，且課程互動有趣，體驗到專業且活絡之教學模式；創造力前後反思問卷，在成對樣本t檢定也達顯著性。3.成果展示與交流：實施各階段學習單、期末作品成果展與教學成果發表。本創新教學之規劃與實踐已證實，確能增加學生之視覺專業智能、創意發想，並拓展對環境周遭之關懷，也同時也可落實教學同儕之分享與交流。

Because of the flooding of electronic information and the advent of image-thinking era, students are no longer satisfied with the conventional unidirectional classroom learning method. How to liven up teaching content, to make learning interesting, and to enhance learning motivations is a challenge for instructors at all levels. This study integrated the core spirit of a literary writing method and visualized creative thinking style into a visualized story design for teaching. Through a literature review, action research in teaching, and questionnaire survey, a dual-track teaching program consisting of a main course integrated with supplementary teaching materials (Brainstorming time) was implemented. By applying theories and practices, professional exercises and interactive games were jointly applied to enable students to adopt a relaxing and free thinking style, foster creativity, and learn actively. Through 4-stage units (i.e., visualized symbols, visualized imagination, visualized rhetoric, visualize story design), this project was executed with the following teaching and learning outcomes: (1) Visualized creative teaching materials and performance assessment criteria were established; (2) Self-reflection and questionnaires: teachers wrote self-refection logs and filled in a student learning outcome questionnaire and teaching materials feedback questionnaire and helped students fill in self-assessment questionnaires. The questionnaire survey results indicated that students gave positive feedback to the curriculum, considered the teaching materials novel and the interactive course interesting, and experienced the professional and vivid higher education method. Regarding the self-reflection questionnaire survey on creativity, the matched-sample t test revealed a significant difference between the pretest and posttest results. (3) Presentation of learning outcomes: worksheets for various stages, end-of-term projects, and learning outcomes were presented. The design and implementation of this innovative teaching project were confirmed to improve students' visualized intelligence, creativity, and care for the surrounding environment as well as teachers' sharing of their teaching experience with their peers.

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