蘇文清SU, Wun-Cheng黃馨Huang, Hsin2020-10-192023-05-232020-10-192020http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060668006T%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/111447本研究目的是藉由圖像敘事手法，以「情感教育」議題為出發點，進 行獨立刊物之創作。透過文獻探討，以「圖像敘事」為切入點，了解圖像 敘事的定義、手法及羅蘭・巴特五種敘事符碼之構成元素。文獻第二部分 則進行情感教育相關議題、青少年常見的心理狀態學理爬梳，從中可得出 愛情為青少年在成長中最關注的議題之一，而同理、對話及討論為引導青 少年情感學習的方法。最後，則從獨立刊物的表現內容演變和設計彙整出 多元內容的發展歷程及圖像、文字、版面編排等設計要素，作為後續刊物 創作之依據。 在專家深度訪談法中，本研究訪問設計、教育兩方專家，進行情感教 育與的獨立刊物設計要素的確立，並歸納出情感教育之獨立刊物設計的五 種表現手法，藉此了解刊物實際進入校園的可行性。最後結合文獻與研究 結果，從資料搜集、訂定主題、到設計執行，導入實際之創作驗證，完成 《For Youth Vol. 01 #Love& #Like》之刊物創作設計，與敘事符碼交互驗 證。最終得出三結論:其一，圖像敘事之構成要素為開頭、過程及結尾， 呈現形式則有主題間的連續、視覺焦點或形色質的延伸、時間空間的建構 三種手法。其二，五種敘事符碼皆能對應至刊物設計中不同的敘事與功能。 其三，歸納出情感教育獨立刊物之設計流程四步驟。期望本研究能對日後 圖像敘事刊物設計之研究參考及依據。The purpose of the study is using iconographic narratives to design a zine about affective education. Through literature researching, From the analytic approach of documents, it can be known about the definition and technique of iconographic narratives and the constituent elements of the five narrative codes by Roland Barthes. In the second part of the literature, sorting out the issues related to affective education and common mental states among teenagers. From this it can be concluded that “Love” is the most concerned issues by teenagers. Growth, empathy, dialogue, and discussion are the guides for teenager’s affective education. After all, this study connects the concept of affective education and the design elements of zine to be a new type of education design. In the expert in-depth interview, this study interviewed both of design and education experts to establish the elements of zine design for affective education. Next, combining literature and research results, from data collection, theme setting, to design execution, import actual creation verification, complete the zine creation of "For Youth Vol. 01 #Love& #Like". Finally, three conclusions are drawn: First, the elements of iconographic narratives are the beginning, the process, and the end. Second, the five narrative codes can all correspond to different narratives and functions in the zine design. Third, sum up the four steps of the design process of zine on affective education. It is hoped that this study can provide a reference and basis for the future design of iconographic narratives publications.圖像敘事敘事手法情感教育獨立刊物iconographic narrativesnarrativesaffective educationzine