從口語傳播要件探討博物館科學演示活動

Analysis of the Scientific Demonstration in Museums from the Elements of Speech Communication Theory

從早期的一些博物館相關組織為博物館所下的定義中，我們不難發現博物館毋庸置疑是一個社會教育機構，而收藏、研究、展示以及教育是博物館的四個基本功能與目的（Yorke & Jones, 1987）。但自90年代以後，我們可以從博物館的演進發展歷程中發現，博物館傳統的功能在經過百年運作之後，演化出更多的機能性，如圖證、資訊、溝通與休閒等（黃光男，民83）。因此博物館關注的焦點已由早期注重收藏的「物」，轉移到「人」－－也就是觀眾的需求上了（黃俊夫，民88）。而博物館學者威爾（Weil）在二十世紀結束前，對博物館角色上提出了三個主要的功能（黃光男，民88），那就是：保存（preserve）、研究（study）、傳達（communicate）。「傳達」指的是雙向的溝通，也就是博物館與觀眾間的互動，包括專業的展示及所有的博物館活動。

In the new theories of museum studies, museums are endowed with three functions: to educate people, to provide entertainment and to enrich life. In addition, every event that held by museums possesses educational purposes. Among the events, educational activities can be defined as the most important promotional activities that attract many visitors. Past researches indicate that the major purposes of museum visitors are to acquire knowledge, and to entertain. The educational functions of museums in fact fulfill the demands of museum visitors. While museums are holding educational activities, it is expected to present these activities with the most ideal method in order to offer visitors knowledge. In this research, questionnaires were utilized to gather research data from elementary school students, who participated the scientific demonstration, static electricity, during April to June, and September to October in 2000. The students were given questionnaires after the demonstration. And, their opinions were collected to examine the four elements of speech communication theories utilized by museums. These four elements are clarity, associating new ideas with familiar ones, clustering ideas, and motivating your audience. Whether or not the contents and methods of the scientific demonstration reach the ideal purposes of education and communication for participated school students were discussed in this research, and the results will be references for presenting a good scientific demonstration in the future.