中文詩意繪本特徵與中高年級學童閱讀反應

Abstract

過去繪本的研究成果豐碩，近年出現「詩意繪本」一詞，在傳統繪本、無字繪本兩者之間，圖畫與文字漸漸有新的結合模式。這些使用詩意手段的作品與韻文小說（Verse Novel）、詩歌（Poetry）、非虛構（Nonfiction）等兒童文學獎項的評選標準有關，在中文繪本中卻缺乏明確的定義。「詩意」在繪畫、建築等藝術形式的討論範疇中經常與審美活動相聯，在中國文學中則重視言外之意、神韻格調。當今繪本並非僅僅是給兒童觀看的兒童文學，也是一種內容與形構交織的視覺藝術。本研究包含兩階段，欲探討詩意手段在中文繪本中的應用特色，以及國小中高年級學童如何看待此類文本，以明白中文詩意繪本是否於文學體裁之外仍具備自成一類的價值。第一階段研究中，透過與出版、文學及藝術三領域的專家進行深入訪談，試圖定義中文詩意繪本，並分析此類作品的文本類型；第二階段研究中，使用文化探索包佐以訪談，掌握三年級至六年級學童對樣本之閱讀理解及感受。研究發現，中文詩意繪本的特徵體現於語言文字、言外之意及視覺設計三大面向，語言文字的選擇使用包括具有押韻、重疊、精煉的特色；言外之意的空間安排如象徵（意象）、深刻（深邃）、意境、含蓄、張力與反轉、內心受到觸動；圖文共構的視覺設計則涉及留白與斷裂、排列方式、色彩、插畫風格與內容。中高年級學童在閱讀詩意繪本時，展現多維度的閱讀理解——直接提取、直接推論、詮釋整合及檢驗評估，並觸發生活經驗，引發情感共鳴。可見「詩意」的應用不僅與文學、美學息息相關，亦可以培養學童觀察、感受、思考的能力。The study of picture books has yielded extensive results over the years, and the term “poetic picture book” has recently emerged, occupying a space between traditional picture books and wordless picture books. These works, employing poetic techniques, are often aligned with the evaluation criteria of children’s literary awards for verse novels, poetry, and nonfiction, yet they lack a clear definition in the context of Chinese picture books. In artistic disciplines such as painting and architecture, “poetic” is frequently associated with aesthetic experiences, while in Chinese literature, it emphasizes implied meaning and artistic resonance. Modern picture books are no longer merely children’s literature for visual enjoyment but are also a form of visual art where content and structure are intricately intertwined.This study comprises two phases, aiming to explore the application of poetic techniques in Chinese picture books and how upper elementary school students perceive such texts, seeking to determine whether Chinese poetic picture books possess value as a distinct literary genre. The first phase involved in-depth interviews with experts from the fields of publishing, literature, and art to define Chinese poetic picture books and analyze their textual characteristics. In the second phase, cultural exploration kits and interviews were employed to understand the reading comprehension and responses of third to sixth graders to selected samples.The findings reveal that the characteristics of Chinese poetic picture books are reflected in three dimensions: linguistic features, implied meanings, and visual design. Linguistic features include rhyme, repetition, and conciseness; spatial arrangements of implied meanings encompass symbolism (imagery), depth (profundity), atmosphere, subtlety, tension and reversal, and emotional resonance; and visual design, as a product of text-image interplay, involves whitespace and fragmentation, layout, color, illustration style, and content. Upper elementary school students demonstrated multidimensional reading comprehension—including direct extraction, inference, interpretation, and evaluation—while drawing on their life experiences to elicit emotional resonance. These findings suggest that the application of “poetic” techniques is deeply intertwined with literature and aesthetics, fostering students’ abilities to observe, feel, and think critically.