[ 摘要 ]

本研究主旨在於探討國小原住民學童解讀無字圖畫書之圖像內容解讀、圖像形式解讀及轉換圖像表現。基於研究目的，本研究以花蓮縣糖果國小(化名)為研究區域，以校內四、六年級中，具有原住民身分學童為對象。本研究是探討學童解讀圖像之視覺素養研究歷程，必須在自然的場域中，透過描述性分析，述說其內心的想法、感受，並經由訪談資料再去歸納、分析歷程的脈絡，並用內容分析法進行學童繪畫作品分類透過讀寫表、讀說表、繪畫創作，來分析學生對於無字圖畫書的圖畫之視覺表達能力及其解讀圖像之轉化歷程。

研究結果將讀寫表分類為事實層次、形式層次、詮釋層次、交互激盪層次等四類別；讀說表分為圖像描述、圖像分析、圖像解釋、圖像評價等四大類別；讀畫表創作分為事實描寫、形式建構、詮釋表現、交互激盪等四大類別。研究經過分類的結果所呈現國小原住民學童在讀說、讀寫、讀畫之間的關係，並了解四、六年級學童解讀無字圖畫書之視覺素養表現，再進一步分析其背後所牽引的教育議題。

本篇論文的應用價值可表現於學術界研究，關於圖像解讀及視覺素養連結關係之參考，並運用於當前藝術教育，重視原住民文化融入教材中的設計運用。



[ 英文摘要 ]

The aims of the present study are to examine aboriginal elementary school pupils’ interpretation of the image contents, image forms, and transformation of images in the wordless picture books. Owing to the practice of research ethic, fourth and sixth grade aboriginal pupils from Tang-guo Elementary School (anonymous) in Hualien County were invited to participate the research. The purpose of the study is to investigate students’ visual literacy for interpreting images. To achieve the goal, the study needs to be conducted in a natural field with the help of descriptive analysis to explain students’ thought and feeling. In addition, data collected from interviews will be induced and analyzed. Furthermore, content analysis will be adopted to categorize student’s drawings, and students’ expression ability to the wordless picture books and their transformation process of interpreting images will be analyzed through their read-write charts, read-speak charts, and drawings.

The present study categorizes four categorizations of read-write charts, such as fact level, style level, interpretation level, and transavtive level. In addition, four types of read-speak charts are classified, which include image description, image analysis, image interpretation, and image evaluation. Furthermore, drawings can be put into four groups, for instance fact description, style formation, interpretative presentation, and inter-motivation. The categorizations in the present study engender a better understanding on the relationship between reading-speaking, reading-writing and reading-drawing among aboriginal elementary school pupils, and allow us to understand the forth and sixth grade pupils’ visual literacy on interpreting wordless picture books.

I hope that this paper can contribute to the academic research about the relationship between image interpretation and visual literacy, and can further be applied to current art education to urge a need to integrate aboriginal culture to the design of teaching material.