視覺化認知引導策略運用於寫作教學研究──以大學新生為例

Research on the Application of Visual Cognitive Guidance Strategies in Writing Teaching Taking College Freshmen as An Example

語言符號的運用能力與抒發主體情思的藝術創造力為文學創作的兩大基石，兩者在不同的教育階段中具備了同等的重要性，只是學習內容和學習重點有所差異。國民小學至高中教育階段，傳承語言文化知能，掌握語言符號的溝通實用技巧，為重要學習目標；至於在語文文化知能與符號運用的既有基礎上，進一步促發學生創作意識，啟動藝術創造力，則為語文教育值得努力的方向。本文嘗試透過視覺化認知引導策略進行寫作教學，並以提升創作意識、促進對文學藝術的追求為目標。文中首先考察「2019-2021年入學大一新生的創作觀」，了解到：1.2019-2021年入學的某技職科大應用華語文系大一學生嚮往創作的無限與自由，肯定創作的豐富多元與功能，但寫作的自主創作意識較低；2.2019-2021年入學的某技職科大應用華語文系大一學生具有透過文字交流情意感受的高度意願，但對於傳達情意感受的文辭技巧，藝術追求較為薄弱。其後，以視覺化導圖為文學寫作教學之認知引導策略，進行類型分析與教學設計示例。得出視覺化引導圖像可大致分為：具象圖形、抽象圖形、創思圖像、統整模型四類，並分別提出教學設計示例。實驗結果：學生能實際運用引導策略於寫作成品中、寫作反思顯示創作意識提升、教師教學評鑑滿意度高。顯示透過視覺化認知引導策略帶領大一新生寫作應可行。

The basic application of language symbols and the artistic creativity to express the subject's emotions are the two cornerstones of literary creation. They are of equal importance in different educational stages, but only differs in learning content and learning focus. Taking the Curriculum Guidelines of 12-Year Basic Education for Elementary School, Junior High and General Senior High Schools as an example, from primary school to high school education, there is a clear practical orientation towards the use of symbols for communication; and literary works not only inherit the cultural tradition of the use of symbols, but also use the artistic creation of the subject in order to bring creative initiative to culture, all of which still rely on the teaching field to deepen it through courses. This research attempts to teach writing through visual cognitive guidance strategies, with the goal of enhancing creative awareness and promoting the pursuit of literature and art. The article first examines ''The creative outlook of freshmen enrolled in 2019-2021'' and learns: 1. Freshman students in the Department of Applied Chinese Language and Literature of a technical and vocational university enrolled in 2019-2021 yearned for the infinite and freedom of creation, and affirm the rich diversity and functions of creation, but the awareness of independent creation in writing was low. 2.The same group of freshman students had a high willingness to communicate emotional feelings through words, but their artistic pursuit of the lexical skills to convey emotional feelings is relatively weak. Then, using visual maps as a cognitive guidance strategy for teaching literary writing, type analysis and teaching design examples were conducted. It is concluded that visual guidance images can be roughly divided into four categories: concrete graphics, abstract graphics, creative images, and integrated models, and examples of teaching design were proposed respectively. Experimental results were: students could actually use guidance strategies in their writing products, writing reflections showed improved creative awareness, and teachers’teaching evaluation satisfaction was high. It shows that it should be feasible to guide freshman students to write through visual cognitive guidance strategies.