學童手繪空間表現與三維設計能力之關係探究

The Study of the Correlation between Pupils' Spatial Performance on Hand-drawing and 3D Design Ability

三維列印設計在產學界的推廣日增，除了應用於大學及高中職課程外，更以實驗性質被帶入國小課程中；但在課程操作前，應具備認知與空間概念的基礎，方能勝任相關學習，國小學童由於認知發展不同於成人，空間概念的表現更因個人發展或性別而異；因此，此類課程是否適宜全面性讓學童應用學習，實為值得探討的問題。本研究以國小高年級學童手繪空間表現及三維設計能力為觀察向度，進行手繪圖的空間表現實驗，再輔以其三維設計作品加以量化統計分析，以探究兩者之相關性。研究結果顯示：1.手繪空間表現各觀察要項「重疊法、非折疊法、不同基底線、非X光法」彼此皆呈現顯著相關性，並與其整體能力達相關顯著，然以「重疊法」最具觀察代表性；2.三維設計能力各觀察要項「聯集差集交集、放樣、三維環轉、契合」亦彼此呈現相關顯著，並與其整體能力達顯著相關性，其中以「聯集差集交集、三維環轉、契合」能預測三維設計整體能力；3.手繪空間表現整體能力確實能顯著預測學童的三維設計整體能力；4.性別不為影響學童在手繪空間表現及三維設計能力優劣之關鍵因素。本研究希冀此結果，能切實提供教學者未來實施三維設計課程前的能力衡量參考，以利三維設計課程之向下推展。

In response to the rapid changing on information technology, 3D-printing design courses in an experimental manner were taken into elementary school's curriculum for the trend of the times. As pupils' cognitive development is different from adults, the performance of spatial concept varied personally, even believed for the gender difference. Therefore, whether the 3D design course is appropriate to overall elementary-school pupils is worthy to be explored. This study had 6th -grade pupils as research subjects, taking hand-drawing spatial performance and 3D design ability as the research targets, and focused on exploring the correlation between them. The results revealed: 1.The observation aspects as “overlap, non-foldout, varied ground lines, and non-X-ray” of spatial performance on hand-drawing had significant relations with each other and the overall performance, especially the “overlap” item could predict its total ability. 2. The observation aspects of 3D design ability, “merge/subtract/intersect, loft, rotate, align”, had significant correlation with each other and the overall ability, and “merge/subtract/intersect, rotate, align” items could predict its total performance. 3. There exists significantly positive relation between students' spatial performance on hand-drawing and their 3D design ability. 4. Gender difference is not the key issue to spatial performance of these two fields. These results provided references for pupils' spatial cognition and spatial expression ability, and expected to benefit on future 3D-printing design curriculum rooted on primary education.