A framework of exploring children’s color recognition through color-based story editing approach

• Main Authors: Yu-Hsien Wu, 吳昱嫻
• Other Authors: Hsien-Jung Wu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/wy4t9c

碩士 === 國立臺中科技大學 === 商業設計系碩士班 === 102 === Children usually recognize daily life objects based on color experience such as yellow taxi, white milk and green leaves. Color recognition plays an important role in learning objects and environment for children. Therefore, learning and recognizing colors from parent’s or teacher’s instruction has a great influence on children’s recognition ability and imagination which is “the beginning of creation” (George Bernard Shaw). A one-way teaching method based on adults color experience possibly will restrain children creativity. To avoid above-mentioned problem, this research proposes a systematic approach using story editing to assist teachers or parent in preparing and planning instructions when they teach children how to recognize colors and objects. This approach includes a four-module framework: information delivery module, teaching module, evaluation module and feedback module. It provides instructors with a guide-book of pre-teaching preparation, instruction implementation and post-teaching analysis. The advantage of story-editing approach is to integrate senses of vision and hearing which guides children to correlate characters with respective colors and enhance their imagination. This systematic framework of teaching preparation and planning is especially useful for teachers or parent to guide young learners who use color experience they learn from adults to recognize objects and environment. Its interactive and multi-modal manner provides instructors with a hands-on sample to arouse children’s creativity.