從認知心理學探究教科書插圖設計及其教學轉化

Exploring Changes in the Design of Textbook Illustrations and Their Use in Teaching and Learning from a Cognitive

教科書主要包含文字與插圖，然而，以往教科書研究比較關注文字的研究，相對缺乏插圖的研究，特別是涵蓋教科書插圖設計、教學與學習的轉換情形的研究。因此，本研究基於認知心理學的訊息處理理論和認知負荷理論，透過個案觀察、訪談及文件分析，探討國中自然與生活科技教科書插圖設計，分析國中教師對這些插圖的評價和教學轉化情形，以及學生對它們的感受和學習評量表現。研究結果發現：從教科書書面課程、教師施教課程、學生施測課程到經驗課程相互影響，課程轉化正向發展，但系統性的轉化仍不足。因此本研究建議教科書圖文設計應檢視其是否符合認知原理原則；教師應發展促進學生圖文認知處理歷程的教學策略；學生應將插圖視為重要學習工具，發展圖文學習策略；書面課程和施測課程應重視其圖文形式的差異與轉化對學生圖文學習評量表現的影響。

Textbooks consist of text and illustrations, however textbook research tends to be concerned with text, rather than illustrations. To address this situation, the current study utilizes information processing theory and cognitive load theory to explore changes in the design of textbook illustrations and their use in teaching and learning. A case study was employed to collect and analyze data using observations, interviews, checklists, and document analysis. The findings show an interrelationship among the written curriculum, taught curriculum, tested curriculum and experiential curriculum and positive changes in the curriculum. However, there is still more space to reinforce a systematic transformation among different types of curricula; that could improve the quality of textbook design as well as the use of textbook illustrations in teaching and learning. As such, textbook designers should check over textbook illustrations carefully using cognitive process principles. Teachers should monitor the cognitive processes of students for illustration learning and develop appropriate teaching strategies to facilitate it. Students need to view illustrations as important learning tools and to learn how to decode them. Educators should align content and forms of illustrations in tested curriculum with those in written curriculum.