視覺障礙學生色彩知識教學成效之研究
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Date
2006
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Abstract
本研究旨在探討視覺障礙學生對色彩知識教學的認識情形與日常生活中之應用需求。採用質性研究方法，資料蒐集乃透過教學前分別對研究參與者進行深度訪談、實際教學中的逐字稿重點整理、教學前測、後測，以及教學後研究參與者之學習心得加以彙整。
經過訪談、實際教學、觀察、紀錄、前後測問卷分析
的資料收集後，研究者針對教學之前測與後測、受測者的差異情形做分析，並探討教學後受測者的心得，而有以下幾點主要發現：
一、色彩知識教學前視障學生對色彩知識的認識情形
本研究的四位視障學生的視覺狀況不同，成長背
景不同、環境因素不同、與人互動的情形也不同，在色彩知識教學前對色彩的認識和使用的情形也不相同，但卻一致表示他們需要有專業的美術老師來教導他們色彩知識。
二、色彩知識各課程教學實施中視障學生對色彩知識的認識情形
由教學前後測差異情形之百分比得知，就整體而
言四個視覺障礙學生在十次教學之前後測皆有步。尤其是「成語認識色彩」與「名畫認識色彩」都有50%的進步，「食物認識色彩」、「大自然認識色彩」和「色彩的聯想」的進步空間就沒這麼大，其他單元的進步差異介於27.5%-35%之間，這是因為「成語認識色彩」與「名畫認識色彩」是較為抽象的色彩知識，所以視障學生來說，不常接觸也比較難。另外「食物認識色彩」、「大自然認識色彩」和「色彩的聯想」的差異之所以不大，是因為「食物認識色彩」、「大自然認識色彩」的課程和我們的日常生活相關性比較大，對研究對象而言是比較熟悉的內容。
三、色彩知識教學後視障學生的學習心得
視覺障礙學生是期望增加色彩知識進而增加和明眼人的互動機會，也喜愛學習如何選擇適合自己個性的顏色，以及認識抽象的色彩與個性之間的關係，進而將色彩知識應用於日常生活中。
綜合上述，本研究探討出不同成長背景、環境因素和失明時期的受測者對色彩認知上，都希望生活在充滿色彩的世界。而不是ㄧ般人所認知的，以為視覺障礙者，因為看不見所以不需要「色彩」的觀念。但是由於國內目前缺乏針對視障特教的色彩教育課程與師資，所以希望相關單位能落實視覺障礙學生美術教育。依照視覺障礙學生感官發展狀況設計色彩教學課程，並把握視覺障礙生看得見的年紀與色彩學習關鍵年齡，進行色彩知識教學與生活應用。
The purpose of this research was to explore the awareness of colors for visual impaired students in the teaching process and the application in their daily lives. The qualitative research method was employed. The data was gathered by the interviews with the participants of study before and after teaching, the important records during actual teaching classes, the questionnaire survey pre and after classes, and the participants of study’s gains from learning. Through the data gathered from interviews, actual classes, observations, records, pre and after questionnaire surveys, the researcher analyzes the differences of the objects of the study before and after the classes and to probe into what the participants of the study have learn via this research process. The findings were as follows: I.Visual impaired students’ awareness of colors before the teaching process: This research included four visual impaired students, each of them has different visual situations, backgrounds and different environmental elements, the interactions with other people, and the awareness and usage of colored knowledge are different, too. But they all agree with that they need a professional artistic teacher to instruct them in colors. II. During the classes, visual impaired students’ awareness of colors: Due to the questionnaire surveys before and after the classes, all of the four have made a progress about the knowledge of color. Especially in “recognize color by idioms” and “recognize color by painting”which are abstract and students are not familiar with, they have 50% progress. But in “recognize color by food”and “recognize color by nature” which are more relevance in our daily life, the progress didn’t show that much.In other units, students have 27.5%-35% progress. III. Students’ gains from learning after the classes: Visual impaired students hope that by learning colors can help them have more chances to interact with the public. They also like to understand the relevance between abstract colors and their characteristic, so they can pick up the color which is fit with their characteristic. And they expect they can use this knowledge in their daily life. In conclusion, this research get the point that despite the differences between each visual impaired students, they all want to learn more about colors and have a colorful life. But the public usually think that visual impaired people don’t need color, this is definitely not true. In our country, now are lack of teachers with both special education and art. My suggestions are the government should work on visual impaired students’ artistic education, and develop the color-teaching course suitable for visual impaired students. At the same time, we should treasure the time they can see and the key age of learning colors and teach them about the knowledges of colors.
The purpose of this research was to explore the awareness of colors for visual impaired students in the teaching process and the application in their daily lives. The qualitative research method was employed. The data was gathered by the interviews with the participants of study before and after teaching, the important records during actual teaching classes, the questionnaire survey pre and after classes, and the participants of study’s gains from learning. Through the data gathered from interviews, actual classes, observations, records, pre and after questionnaire surveys, the researcher analyzes the differences of the objects of the study before and after the classes and to probe into what the participants of the study have learn via this research process. The findings were as follows: I.Visual impaired students’ awareness of colors before the teaching process: This research included four visual impaired students, each of them has different visual situations, backgrounds and different environmental elements, the interactions with other people, and the awareness and usage of colored knowledge are different, too. But they all agree with that they need a professional artistic teacher to instruct them in colors. II. During the classes, visual impaired students’ awareness of colors: Due to the questionnaire surveys before and after the classes, all of the four have made a progress about the knowledge of color. Especially in “recognize color by idioms” and “recognize color by painting”which are abstract and students are not familiar with, they have 50% progress. But in “recognize color by food”and “recognize color by nature” which are more relevance in our daily life, the progress didn’t show that much.In other units, students have 27.5%-35% progress. III. Students’ gains from learning after the classes: Visual impaired students hope that by learning colors can help them have more chances to interact with the public. They also like to understand the relevance between abstract colors and their characteristic, so they can pick up the color which is fit with their characteristic. And they expect they can use this knowledge in their daily life. In conclusion, this research get the point that despite the differences between each visual impaired students, they all want to learn more about colors and have a colorful life. But the public usually think that visual impaired people don’t need color, this is definitely not true. In our country, now are lack of teachers with both special education and art. My suggestions are the government should work on visual impaired students’ artistic education, and develop the color-teaching course suitable for visual impaired students. At the same time, we should treasure the time they can see and the key age of learning colors and teach them about the knowledges of colors.
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Keywords
視覺障礙學生, 色彩知識, visual impaired student, the knowledges of colors