「創意表現」的圖面表現策略及其意涵解讀之教材創作研究

Abstract

本研究聚焦於國小美術班「創意表現」考科，探討學生如何在無固定參考、開放式命題情境下，透過文字敘事轉化為圖像敘事，以發展具創造力的圖面表現。1996年起，因性向測驗停用，創意表現成為區辨學生潛力的重要依據，其命題類型多以抽象主題為主，要求學生以視覺語言詮釋個人經驗與想像。本研究設計出一套以文字觸發圖像思考的教材架構，分為初階、中階與進階三類策略引導。初階教材強調文字聯想與圖像符號拆解，中階教材著重構圖語言、空間意識與圖像連貫性訓練，而進階教材則以「自由」為主題進行實測，從前測評量中選取四位不同創意層級學生進行抽樣創作，以檢視教材在不同表現層級中的適應性與發展潛力。研究方法採前後測比較設計，搭配學生文字敘述與圖像作品的跨模態分析。結果發現，透過文字敘事作為圖像創作起點，有助於學生建構個人經驗與感受的表達架構，進而提升敘事完整度與視覺表現力。不同層級學生在進階教材引導下皆展現出在空間結構、象徵操作與情感表達上的進步，其中高階學生更能靈活操作視覺元素進行抽象主題詮釋，顯示圖面策略的精緻化效果。This study focuses on the"Creative Expression" entrance examination in elementary school art classes, aiming to explore how students develop imaginative visual representations by transforming textual narratives into visual narratives under open-ended prompts without fixed references. Since the discontinuation of aptitude tests in 1996, creative expression has become a key criterion for identifying students’ potential. The exam questions typically center on abstract themes, requiring students to interpret personal experiences and imagination through visual language.This research proposes a structured set of instructional materials designed to stimulate image-based thinking through text. The curriculum is divided into three levels—introductory, intermediate, and advanced—each guided by specific visual expression strategies. The introductory stage emphasizes textual association and the deconstruction of visual symbols. The intermediate stage focuses on compositional language, spatial awareness, and visual coherence. In the advanced stage, the theme"freedom" was used for practical implementation. Four students representing different levels of creative performance were selected based on pre-test evaluations for sampling-based creation. This approach was used to examine the adaptability and developmental potential of the materials across diverse performance tiers. A pre-test/post-test comparative design was adopted, supplemented by cross-modal analysis of students' textual descriptions and visual works. The results show that using textual narratives as a starting point for image-making supports students in constructing expressive frameworks rooted in personal experience and emotion, thereby enhancing narrative coherence and visual articulation. Students at all performance levels demonstrated progress in spatial structuring, symbolic manipulation, and emotional expression under the guidance of the advanced materials. Notably, higher-performing students exhibited greater flexibility in using visual elements to interpret abstract themes, reflecting the refinement effect of the visual strategies applied.