數位圖畫書的圖文比例對學生創造力影響之研究

A Study on the Effects of Picture to Text Ratio of Digital Picture Books on Students’ Creativity

本研究設計了三種不同圖文比例的數位圖畫書，探討使用其教學是否會對學生的創造力有所差異。研究對象為新北市某國小四年級學生共83位，分為「圖畫組」：閱讀圖畫比例為100%的數位圖畫書，有33位學生；「橋梁組」：閱讀圖畫比例為70%的數位圖畫書，有22位學生；「標準組」：閱讀圖畫比例為50%的數位圖畫書，有28位學生。共經過6週的教學實驗，每週安排閱讀圖畫書及完成學習單的教學活動，於實驗前、後進行陶倫斯測驗量表之前測與後測，課程結束後徵求自願者進行半結構式訪談；最後，邀請9位專家，利用共識評量技術評量每次閱讀圖畫書結束後的學習單。研究結果發現，「圖畫組」學生具有較佳的一般創造力及藝術與人文領域創造力。建議未來的閱讀教學若能增加數位圖畫書的圖畫呈現，可對學生創造力帶來正向的影響。

This study designs three digital picture books with a different picture to text ratios, and examines whether teaching with the digital picture books affects students’ creativity. Research subjects are 83 fourth graders in an elementary school in New Taipei City. The students are divided into a “picture book group”: 33 students read the digital picture book with a 100% picture to text ratio; “bridging group”: 22 students read the digital picture book with 70% picture to text ratio; “standard group”: 28 students read the picture book with 50% picture to text ratio. After a six–week teaching experiment, picture book reading and teaching activities on the learning form are arranged each week. Pretest and post–test of the Torrance Tests of Creative Thinking are administered before and after the experiment. Volunteers are requested after the course ends for a semi–structured interview. Nine experts were invited to use the consensual assessment technique for the learning form after each picture book reading. Research results found that students in the “picture book group” had better creativity and art and humanities creativity. Future studies on reading are recommended to improve the presentation of pictures in the digital picture book, as it may have a positive effect on students’ creativity.