探討國小師生對於改版前後教科書視覺設計之美感情緒

Abstract

在各項美感教育政策的推行下，教育部首度公私合作，出版社擴大聘請業界設計師，嘗試優化教科書的視覺設計，以「設計教育」實踐美感。而作為教師的自身，更是有感於周圍師生的用後感受與情緒反應。因此，本研究想瞭解國小師生對改版前後教科書的視覺設計，於「空間排版」、「字體字級」、「圖像表達」、「色彩計畫」構面上，所引發「美感情緒」的影響與差異。本研究將透過邀請新北市三峽區某公立國小的師生，以「問卷調查法」的方式來收集資料，過程中將提供改版前後之相同課文進行翻閱，最後再根據所得資料進行差異分析，並將分析結果與所參考的教科書課文做綜合討論。最後，獲得以下結論：(1)師生對於改版後教科書視覺設計的美感情緒有顯著提升。(2)師生對於改版後空間排版的喚起情緒有降低趨勢。(3)學生對於改版後字體字級的美感情緒比教師更有感。(4)師生一致對於改版後圖像表達的自主感受有最大的差異。(5)師生對於改版後色彩計畫的美感情緒有高度一致的感受。Under the implementation of various aesthetic education policies, the Ministry of Education launched the first public-private partnership, and the publishing house expanded its hiring of industry designers to try to optimize the visual design of textbooks and practice aesthetics through"design education." As a teacher, I am also aware of the feelings and emotional reactions of the teachers and students around me. Therefore, this study will try to understand the "aesthetic emotions" evoked by elementary school teachers and students in the visual design of textbooks before and after the revision, in terms of "space layout", "font size", "image expression" and "color plan" Impact and difference. This study will collect data by inviting teachers and students from a public elementary school in Sanxia District, New Taipei City, using the"questionnaire method". During the process, the same texts before and after the revision will be provided for review, and finally a difference analysis will be conducted based on the data obtained. , and conduct a comprehensive discussion with the analysis results and the textbook reference texts. Finally, the following conclusions are obtained: (1)Teachers and students have shown a significant improvement in their aesthetic emotions towards the visual design of the revised textbook.(2)Teachersand students have shown a decreasing trend in the emotions evoked by the spatial layout of the revised version.(3)Students have a stronger emotional response to the font size and aesthetics of the revised version compared to teachers.(4)Teachers and students have the greatest difference in their autonomous feelings towards the graphic expression of the revised version.(5)Teachers and students have a high degree of consensus in their aesthetic emotions towards the color scheme of the revised version.