A Study on Senior High School Students’ Interpretative Competency ofMetaphoric Images

• Main Authors: Lee, Chia-Rong, 李佳蓉
• Other Authors: Huang, Tzu-Hua
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/87919094376712946775

博士 === 臺北市立大學 === 教育學系 === 104 === With “visual culture” as the foundation of study, the author examined senior high school students’ visual imagery preference over metaphorical images as well as their interpretative competency of visual images from the standpoint of “imagery cognition”. Based on the students’ feedback on data of their interpretation, the author analyzed the students’ interpretative models by which they interpreted visual images using written language. Six classes of students, either regular class or art-gifted class, of different grades in a senior high school located in New Taipei City were surveyed by using quantitative and qualitative methods. Quantitative methods included questionnaire survey method and semantic differential technique. First of all, senior high schools’ favorite types of images in present days were identified using questionnaires; multiple imaging tools and text contents were adopted to validate by experts. Secondly, questionnaire aiming at cognition of visual imagery was constructed by experts to identify the imagery vocabulary scale for evaluating appropriately the trend of imagery cognition for metaphoric images in senior high school students.Thirdly, indexes were constructed using Delphi questionnaire to evaluate the interpretative competency of visual images and serve as the theoretical framework for the scoring rubrics that was constructed at a later stage. Fourthly, official questionnaire was finalized; imaging tools and questions in the questionnaire were determined context validity by experts. Fifthly, official questionnaire was modified; pre-test and formal surveys were executed; the scoring rubrics was examined context validity by experts. Finally, expert scoring reliability was executed after consensus was reached with the experts. As to the qualitative analysis, the students’ feedback on data of their interpretation was analyzed to find out the interpretative models adopted by students to interpret visual images using written language. Upon the completion of quantitative statistics and qualitative analysis, following conclusions were found: 1. Upon seeing a metaphorical image, senior high school students were likely to be affected by the image factors hidden in their minds, such as “form design”,” feel of creativity” and “style presentation”, and then made up their minds about their cognitive preference over visual imagery. 2. Students’ visual imagery preference differed　from gender, fine arts learning, grades, and institutionalized state of cultural capital. 3. When senior high school students with different backgrounds chose metaphoric images as the object of text-writing, replacement type of images that had complicated visual representations ranked the top on the scale for the students with similar preference, fusion type of images that had moderate visual representations ranked the second highest, and juxtaposition type of images that had simple visual representations ranked the third highest. Few students chose differently due to the difference in gender and fine arts learning. 4. Senior high school students reached a moderate level in terms of their interpretative competency of visual images. Students’ interpretative competency varied due to the difference in gender, fine arts learning and grades but not institutionalized state of cultural capital. 5. Senior high school students interpreted metaphoric images of different visual representations using six interpretative models. First, there were situation contrast reflection model and visual pattern cognition model in juxtaposition type of images. Second, there were style context relation model and individual independent perception model in fusion type of images. Third, there were deep metaphorical judgment model and single representation model in juxtaposition type of images. All models differed from one another. The results suggested that school educational institutions should support the importance of teaching art appreciation in visual arts subject. It would upgrade or improve the teaching direction of the visual arts subject by evaluating the difference in senior high school students’ interpretative competency of visual images. In addition, it would help visual arts curriculum designers and teachers understand the cognitive trend and interpretative competency of metaphoric imagery in senior high school students. Therefore, it would upgrade their aesthetic judgment, visual thinking abilities and to serve as the substantial reference for the subsequent researchers.