國小全盲與低視力兒童透過圖像幾何化教學協助自然科學習之成效-以「植物的身體」主題為例

Abstract

本研究旨在探討視覺障礙者，透過圖像幾何化教學之學習成效。採取質性研究方法進行，以實際教學活動為主要資料蒐集方式，整合已探討出可行性的視障藝術教育方法，建立一套圖像幾何化教學之教案，對擁有視覺生理障礙的國小學童進行前後測，以及總共16堂1小時之圖像幾何化教學活動。教學內容主要分為兩大領域：「幾何圖形、圖形組合」及「國小自然領域之植物知識」，幫助視覺障礙者理解其所學習的學科知識原則並建立相關概念，促進學習成效。本研究共有4位研究對象參與，二位為國小全盲學生，兩位為國小低視力學生，皆就讀於台北市一般國民小學，接受融合教育，且皆無圖像幾何化教學之經驗。研究結果顯示：全盲與低視力參與者接受教學後，皆能運用習得之幾何形狀，正確的描述與再現植物外觀，並表現出不同型態之根、葉柄、葉序、花蕊、花瓣、果實的特徵，且透過幾何圖形解構之方式，能理解植物器官的造型與其位置、器官功能、分類的關係，甚至能類推至植物以外的物體，以幾何圖形解構之方式理解和繪畫該物體型態，將其創意、想法展現。並經研究結果分析，歸納出以下結論：（1）幾何解構的教學方式，有助於全盲和低視力參與者，系統化且快速的建立視覺心像，增加具體經驗、形狀判斷、推理形狀的知識與能力，理解物體的正確型態，同時也增加形容詞彙，提升口語表達能力；（2）以幾何形狀解構搭配故事和類比法連結視障生經驗，能夠幫助全盲和低視力者理解植物器官的功能和簡單分類；（3）幾何形狀解構和描繪的繪畫策略，對全盲和低視力者的繪畫表現亦有正向影響，能建立參與者對繪畫的自信心和動機，且能以繪畫再現物體並展現創意；（4）聯覺（Synesthesia）是參與者建立心像、再現植物型態的重要因素；（5）學校教育模式和家長、老師的支持是重要的因素。This study aims to explore the learning effectiveness of visually impaired individuals through geometric image-based instruction. It adopts a qualitative research approach, using actual teaching activities as the primary data collection method. Integrating feasible methods from previous studies on visual impairment arts education, it develops a set of geometric image-based instructional plans. The study involves pre- and post-tests and a total of 16 one-hour sessions of geometric image-based teaching activities for elementary school children with visual impairments. The instructional content is divided into two main areas:"Basic geometric shapes and combinations" and "Botanical knowledge in elementary natural sciences." These aim to help visually impaired individuals understand subject knowledge principles and build related concepts to enhance learning outcomes. The study includes four participants: two fully blind and two with low vision, all attending mainstream elementary schools in Taipei City and receiving inclusive education without prior experience in geometric image-based instruction. Results indicate that after instruction, both fully blind and low vision participants were able to accurately describe and represent plant appearances using learned geometric shapes. Analysis of the research results led to several conclusions: (1) Geometric deconstruction as a teaching method helps visually impaired participants systematically and rapidly establish mental images, enhance concrete experiences, shape judgment, and reasoning abilities, thereby improving accurate object representation and increasing descriptive vocabulary and oral expression skills. (2) Using geometric shape deconstruction along with storytelling and analogy connects the experiences of visually impaired individuals, aiding in understanding organ functions and simple classifications in plants. (3) Geometric shape deconstruction and drawing strategies positively influence the drawing performance of visually impaired participants, building their confidence and motivation in drawing and enabling them to creatively represent objects. (4) Synesthesia plays a significant role in participants' ability to establish mental images and represent plant forms. (5) School educational models and support from parents and teachers are crucial factors.