「沒有字怎麼讀？」：幼兒閱讀無字圖畫書中之圖像語言

Young Children's Reading of Visual Elements in Wordless Picture Books

10.6151/CERQ.2012.2003.01

林慧娟(Hui-Chuan Lin)；周婉湘(Wan-Hsiang Chou)

幼兒 ； 無字圖畫書 ； 圖像元素 ； 讀者反應 ； 圖像識讀 ； young children ； wordless picture books ； pictorial elements ； reader response ； visual literacy

當代教育研究季刊

20卷3期（2012 / 09 / 30）

1 - 37

繁體中文

本研究旨在探究幼兒對於無字圖畫書中圖像元素的觀察及解讀。鑑於在圖像、影像充斥的科技世代，國內仍將識讀（literacy）的重點放在文字的閱讓及書寫上，鮮少以幼兒對圖像元素之閱讀反應做為探究圖畫書的研究議題，因此研究者選定三本無字圖畫書－《狼來了》、Rainstorm，以及The Grey Lady and the Strwberry Snatcher做為共讀書籍，並以八名幼稚團大班幼兒為研究對象，與幼兒進行圖畫書故事述說、半結構式訪談，以及讀後繪畫作品創作及討論，試圖探究幼兒如何觀察、解讀無字圖畫書之圖像元素以建構圖像故事之意義。研究結果發現：一、幼兒對於圖畫書封面觀察細微，但忽略其他近文本設計內容；二、幼兒對於顏色、線條、形狀等多項圖像元素觀察豐富，且在讀後作品中能重現個人對於無字圖畫書內容及構圖的觀察結果；三、幼兒對於框架、線條、形狀、肢體動作等圖像元素，能依循故事情節並有多元的解讀。最後，並將研究結果與國外文獻對照，以期能開啟國內對幼兒圖像閱讀研究之對話。

Visual messages are the dominant form of communication today, and the meaning of literacy has been broadened to include the language of images and other modes. Yet, in most early childhood education settings in Taiwan, the emphasis of literacy education is still on the reading and writing of words. This study aimed to fill this gap by investigating how Taiwanese young children observe and interpret images in wordless picture books, and compared the findings to studies done in the West. Eight 6-year-old children read three wordless picture books-Wolf, Rainstorm and The Grey Lady and the Strawberry Snatcher-with the investigator individually. They read the pictures and told the stories in their own words, followed by interviews which asked about their interpretation of the pictorial elements in the books. The children also drew pictures of the things that impressed them the most from the books, and this activity was followed by interviews with the researcher about the drawings. The findings showed that young children's reading experiences played an important role in how they read the peritextual features of picture books Young children observed more than ten different kinds of visual elements in the wordless books. Both the stories they told and their drawings showed how they perceived the visual elements and pictorial compositions in the books. Moreover, the children made sense of the wordless books by constructing a coherent plot, and they had diverse interpretations towards certain elements in the books.

1. 鄭明憲(2003)。兒童對視覺意象意義的建構。藝術教育研究，5，1-22。
   連結：
2. Arizpe, E.,Styles, M.(2002).Children reading pictures: Interpreting visual texts.New York:Routledge.
3. Avgerinou, M.,Ericson, J.(1997).A review of the concept of visual literacy.British Journal of Educational Technology,28,280-291.
4. Bang, M.(1991).Picture this: How pictures work.New York:SeaStar Book.
5. Bang, M.(1980).The grey lady and the strawberry snatcher.New York:Simon & Schuster Books.
6. Beach, R.(1993).A teacher's introduction to reader response theories.Urbana, IL:National Council of Teachers of English.
7. Brown, I.(2004).Global trends in art education: New technology and the paradigm shift to visual literacy.The International Journal of Arts Education,2(3),50-71.
8. Chambers, A.(1993).Tell me: Children, reading & talk.York, ME:Stenhouse.
9. Crawford, P. A.,Hade, D. D.(2000).Inside the picture, outside the frame: Semiotics and reading of wordless picture books.Journal of Research in Childhood Education,15(1),66-80.
10. Denzin, N. K.(1994).Handbook of qualitative research.Thousand Oaks, CA:Sage.
11. Fransecky, R. B.,Debes, J. L.(1972).Visual literacy: A way to learn- A way to teach.Bloomington, IN:Association for Educational Communications and Technology.
12. Heinich, R.,Molenda, M.,Russell, J. D.(1993).Instructional media and the new technologies of instruction.New York:Macmillan.
13. Kiefer, B. Z.(1995).The potential of picturebooks: Form visual literacy to aesthetic understanding.Englewood Cliffs, NJ:Merrill Prentice-Hall.
14. Langer, J. A.(1990).The process of understanding: Reading for literary and informative purpose.Research in the Teaching of English,24,229-257.
15. Lehman, B.(2007).Rainstorm.New York:Houfhton Mifflin.
16. Lewis, D.(2001).Reading contemporary picturebooks: Picturing text.New York:RoutledgeFlamer.
17. Lindauer, S. L. K.(1988).Wordless books: An approach to visual literacy.Children's Literature in Education,19(3),136-142.
18. McGuire, C.(2009).Let's look at this scientifically': The negotiation of wordless picturebooks by a small group of second graders.The Journal of Children's Literature Studies,6(1),74-97.
19. Moore, D. M.(ed.),Dwyer, F. M.(ed.)(1994).Visual literacy: A spectrum of visual learning.Englewood Cliffs, NJ:Educational Technology.
20. Nodelman, P.(1988).Words about pictures: The narrative art of children's picture books.Athens, GA:The University of Georgia Press.
21. Pantaleo, S.(2007)."How could that be?" Reading Banyai's Zoom and Re-Zoom.Language Arts,84(3),222-233.
22. Pantaleo, S.(2008).The framed and the framing in Flotsam.Journal of Children's Literature,34(1),22-29.
23. Pantaleo, S.(2003).Godzilla lives in New York': Grade 1 students and the peritextual features of picture books.Journal of Children's Literature,29(2),66-77.
24. Read, D.,Smith, H. M.(1982).Teaching visual literacy through wordless picture books.Reading Teacher,35(8),928-933.
25. Salisbury, M.(2004).Illustrating children's books: Creating pictures for publication.New York:Barron's Educational Series.
26. Sipe, L. R.(2008).Storytime: Young children's literary understanding in the classroom.New York:Teachers College Press.
27. Sipe, L. R.,Brightman, A. E.(2005).Young children's visual meaning-making during readalouds of picture storybooks.54th yearbook of the National Reading Conference,Oak Creek, WI:
28. Sipe, L. R.,McGuire, C. E.(2006).Picturebook endpapers: Resources for literary and aesthetic interpretation.Children's Literature in Education,37,291-304.
29. Styles, M.(ed.),Bearne, E.(ed.)(2003).Art, narrative, and childhood.Stoke on Trent, UK:Trentham Books.
30. Styles, M.,Arizpe, E.(2001).A gorilla with "grandpa's eyes": How children interpret visual texts- A case study of Anthony Browne's Zoo.Children's Literature in Education,32(4),261-281.
31. Walsh, M.(2003).Reading pictures: What do they reveal? Young children's reading of visual texts.Reading,37(3),123-130.
32. William, T. L.(2007)."Reading" the painting: Exploring visual literacy in the primary grades.The Reading Teacher,60(7),636-642.
33. Wolfenbarger, C. D.,Sipe, L. R.(2007).A unique visual and literary art form: Recent research on picturebooks.Language Arts,84(3),273-280.
34. 三之三文化譯、Guilloppé, A.(2005)。狼來了。臺北市=Taipei:三之三文化=3&3 International Education Corp.。
35. 王昭華(2005)。彰化市=Changhua，國立彰化師範大學藝術教育教學研究所=National Changhua University of Art Education。
36. 吳淑箐(2005)。國內當前兒童對圖畫書詮釋之觀點在教學與研究上的啟示。中臺學報，17，27-50。
37. 吳翠珍(1996)。教育中的電視素養。新聞學研究，53，39-59。
38. 谷瑞勉(2007)。故事告訴我們的不只這些－幼兒文學討論中的教師鷹架。「繪聲繪影－幼兒園繪本的閱讀討論與視覺思考研討會」會議論文集，臺北市=Taipei:
39. 林佳怡(2007)。屏東市=Pingtung，國立屏東教育大學幼兒教育研究所=National Pingtung University of Education。
40. 侯明秀(2004)。臺東市=Taitung，國立臺東大學兒童文學研究所=National Taitung University。
41. 徐素霞(1996)。插畫－獨立而完整的藝術。雄獅美術，302，11-17。
42. 涂金鳳(2006)。臺北市=Taipei，國立臺北教育大學幼兒教育學系碩士班=National Taipei University of Education。
43. 陳海泓(2004)。無字圖畫書和錄影帶對兒童故事推論的影響。國立編譯館館刊，32(2)，51-63。
44. 程培儀(2005)。嘉義市=Chiayi，國立嘉義大學幼兒教育研究所=National Chiayi University。
45. 黃淮麟(2001)。臺北市=Taipei，國立台灣師範大學設計研究所=National Taiwan Normal University。
46. 戴倩文(2007)。花蓮市=Hualien，國立花蓮教育大學視覺藝術教育研究所=National Hualien University of Education。
47. 謝正瑜(2004)。新竹市=Hsinchu，國立新竹教育大學進修部美勞教學班=National Hsinchu University of Education。

1. 陳儒晰(2014)。幼兒教師對數位媒體輔助幼兒閱讀動機、閱讀理解和溝通互動之思考。教育傳播與科技研究，109，39-56。
2. 周婉湘(2014)。這一頁不用讀？：幼兒與成人共讀對圖畫書近文本的回應與理解。教育實踐與研究，27(2)，1-32。