國小國語文教科書中原住民圖像之視覺設計分析

A Grammar of Visual Design Analysis of Indigenous Images in Elementary School Mandarin Textbooks

本研究主題以「AI教育向下扎根的教育思維及做法探討」，分別從今（2024）年諾貝爾物理與化學獎得主的成就與AI的高度關聯、AI發展預帶來無限希望與可能的「明天會更好」的利基觀點；另則，引發人類的可能毀滅的「明天過後」的危機觀點與「易經智慧」的中庸觀點、AI對教育與學習的觀點、AI法律與AI哲學的形而上智慧思維，做討論、探究，最後提出「AI教育向下扎根的教育思維及做法」之淺見供參考。最後做結語。「AI教育向下扎根的教育思維及做法」如下：一、教育部應聘請專家學者編撰中小學AI教師版與學生版的教材圖書。二、教育部宜成立「臺灣公部門、企業、大專院校與中小學AI學程超級大聯盟」。三、終身學習作為AI教育向下扎根的精神。四、AI是中小學輔助教學技術工具。五、AI教育視為中小學學生學習第二種語言的學習。六、強化跨領域學習的重要與必要。七、中小學運用適切的AI技術工具於教與學。八、AI的倫理、道德與法律須融入中小學課程。

The purpose of this study is to explore the images of Taiwanese indigenous people in elementary school Mandarin textbooks, analyzing from the perspectives of visual design and presentation whether these images can authentically and respectfully convey indigenous representations to avoid potential dwarfing, misinterpretation, or prejudice. In order to investigate these issues, this study is based on grammar of visual design and utilizes ideational meta-function, interpersonal meta-function, and textual meta-function to analyze the text layout and images of Taiwan's indigenous peoples on the pages of the indigenous peoples-related texts in the Nani, Kang Hsuan, and Han Lin editions of Taiwan's elementary school Mandarin textbooks. The results of this study show that: 1) most of the indigenous images have a narrative structure, which is highly consistent with the content of the text; 2) most of the images are presented in a“provided”way, with more distant and side view angles, which makes it difficult to create emotional resonance due to the large psychological distance between the students and the images; and 3) most of the image structures are designed with bipolarization and triptychs, which creates a stable visual effect. This study also puts forward relevant suggestions for the above findings.