| Summary: | 碩士 === 臺北市立大學 === 兒童發展碩士學位學程 === 103 === This research aims to explore differences of visual thinking in a picture book between adult and children. The researcher choose a picture book 《WOLVES》as the research too, and the objectvies of the study is child in the kindergarten and adult in the university who had professional visual arts backgrounds. The researcher uses the collection data of the methods such as the observation and interview.
The results were as follows:
1. Adults and children observe pictorial elements by themselves in the process of reading picture book, adults and children all use "describe" to describe what they observe in a picture book, and based on the pictorial elements to make sense of interpretation. Study found that adults and children observe "lines", "color" and "details", where the difference "position" and "shape" the greatest. Reflect adult and child different sensitivity and cognitive status, as well as the overall picture of the effects of different parts.
2. The majority of adults and children’s stage is "description". Before understanding the contents of picture book, most of them will be using the "description" to describe the picture book. But adults can string together the things described in the formation context, child is a point-like thinking, no links comparative context or across the page, in the description of the abstract narrative and instead will "look good", "beautiful" to describe.
3. Both adults and children to the stage of interpretation, but different levels of interpretation. After adults reading a picture book, most will be the first direct message for interpretation, the middle may be interspersed with messages describing the picture supplement; children are usually the way to describe the picture messages are mostly relatively shallow depth of interpretation, more is the use of a specific object or life experience, may be event-specific objects, characters, or their lives around the problem that occurs in response to, directly tell his impression of reading and reading experience.
|
|---|
