高年級學童於手繪與電繪介面立體表現之差異性探究

The Sixth-Grade Pupils' Expression of Solid Objects: A Comparison of Freehand Drawings and Computer Graphics

洪珮華(Pei-hua Hung)；林榮泰(Rungtai Lin)

立體表現 ； 空間表現 ； 徒手繪圖 ； 電腦繪圖 ； computer graphics ； expression of solid objects ； freehand drawing ； spatial representation

高雄師大學報：教育與社會科學類

46期（2019 / 06 / 01）

65 - 92

繁體中文

電腦繪圖與徒手繪圖模式不盡相同，學童於兩介面轉換應用的繪畫歷程與策略更易等，皆為當代藝術教育與資訊科技教育跨域推展不容忽視的問題。本研究以70位國小六年級學童為對象，旨在探討學童於徒手繪製與應用電腦繪製立體物時，其空間能力表現的差異性、相關性與類型分析，並探究其形體認知概念及繪製策略。研究採用內容分析法、Pearson積差相關、成對樣本t檢定與質性訪談方式進行。研究結果發現，電繪介面降低了立體表現能力的高階段別、提升了象徵形態轉換期1之能力表現；就差異性論，電繪介面的「桌面表現」能顯著提升原手繪表現能力，顯示學童能因應不同介面而轉換繪製策略。另就各觀察向度的個案分析顯示，兩介面的表現能力需相輔觀察，僅單一介面的分析，容易誤判學童的立體表現能力與其實際的立體認知狀態，此提供予藝術／數學／資訊科技教育在適性化學習上之教學策略參酌，以期達到效能學習與符應12年國民教育多元適性發展之理念。同時依質性訪談結果建議，應讓學童於繪製過程中注重各步驟的觀察與記憶，重視自我學習歷程與繪製策略反思，更能加增後設認知學習與正向學習。

Whether the performance on computer is corresponded with freehand drawing, or what possible transition of learning strategy between both devices could be, are worthy to be explored. This study took 70 K6-graders as research subjects and investigated the variation, correlation, drawing types and painting strategies of solid objects on both devices. The research took content analysis, Pearson product-moment correlation coefficient, paired-samples t-test and qualitative interview as research methods. The results revealed, it reduced the amount of linear perspective stage from participants, and upgraded the amount of Transition 1 stage on computer-graphics device. For the variation, the ＂desktop performance＂ had better performance with significant difference on computer than freehand drawing, this presented that pupils can change drawing strategies according to the device's usability. Ultimately, both performances should be viewed as references for knowing pupils' real cognitive ability, only taking one aspect would misjudge them. This provided references for the Arts/Math/Computer Technology curriculum as adaptive learning strategy. Moreover, the qualitative interview showed, in order to increase pupils' meta-cognitive learning and positive learning, pupils should observe and value their self-learning processes and drawing strategies as suggestion.

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