本研究旨在探討不同類型的圖形表徵與視知覺學習偏好對生物辨識學習之影響，以求達到促進生物圖形表徵辨識之教學目的。以某醫專三個班級159位學生爲研究對象，研究設計共四階段：一、前測：以視知覺學習偏好問卷及血球圖形表徵辨識測驗施測；二、實驗處理：不同班級各別施以真實彩色、描繪黑白及描繪彩色血球圖形表徵的教學；三、後測：以階段一之血球圖形表徵辨識測驗再次施測；四、晤談：針對三個班級高、低分組各取2位（共12位）進行半結構晤談。研究方法爲量化、質性並重，量化部分採比較判斷法、相依t考驗、單變項共變數(ANCOVA)及One Way-ANOVA分析。質性部分爲考量12位半結構晤談學生的晤談內容與前、後測資料，以建構出圖形表徵辨識歷程。結果顯示：(1)高、低分組學生學習前之視知覺學習偏好分別傾向直覺式和分析式；(2)3種圖形表徵對於辨識成效均達顯著；(3)高、低分組學生分別傾向循環式和線性之辨識歷程；(4)描繪圖形表徵可以有效改善低學習成效學生的認知負載。本研究亦據此針對教學設計與未來研究提出一些建議。

This study aimed to investigate the effects of graphical representation and preference of visual perceptive learning on learning biological recognition in 159 medical college students from three classes. The study included: Stage 1, administration of a visual perceptive learning preference questionnaire and a recognition test for graphical representations of blood cells; Stage 2, students in different classes studied blood cells using different graphical representations (true color photographs, black-and-white drawings, and color drawings); Stage 3, the same recognition test was re-administered; stage 4, two students from high and low achievement groups in each class were interviewed. Quantitative data were analyzed using the law of comparative judgment, a paired t-test, ANCOVA and one-way ANOVA. Qualitative data were analyzed to infer the recognition process. The results showed: 1) before learning, high and low achievement students demonstrated analytical and intuitive learning preferences, respectively; 2) all three graphical representations significantly enhanced learning, 3) high and low achievement students tended to use circular and linear paths, respectively. Implications for practice and further research are discussed.

視知覺學習偏好 ； 圖形表徵 ； 辨識學習

Visual Perceptive Learning Preference ； Graphic Representations ； Recognition Learning