How Chinese Semantics Capability Improves Interpretation in Visual Communication

Autor/inn/en	Cheng, Chu-Yu; Ou, Yang-Kun; Kin, Ching-Lung
Titel	How Chinese Semantics Capability Improves Interpretation in Visual Communication
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 6, S.2299-2307 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Chinese; Semantics; Language Processing; Teaching Methods; Recognition (Psychology); Visual Stimuli; High School Students; Vocational High Schools; Task Analysis; Design; Visual Literacy; Tests; Statistical Analysis; Comparative Education; College Freshmen; Scores; Gender Differences; Educational Background; Academic Education; Instructional Effectiveness; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? China; Chinesen; Semantik; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Recognition; Wiedererkennen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Aufgabenanalyse; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Examination; Prüfung; Examen; Statistische Analyse; Vergleichende Erziehungswissenschaft; Studienanfänger; Geschlechterkonflikt; Vorbildung; Akademische Bildung; Unterrichtserfolg; Ausland
Abstract	A visual representation involves delivering messages through visually communicated images. The study assumed that semantic recognition can affect visual interpretation ability, and the result showed that students graduating from a general high school achieve satisfactory results in semantic recognition and image interpretation tasks than students graduating from a vocational high school. Twenty students with low semantic recognition performance participated in our study and completed 24 hours of an intensive Chinese semantics-training course after the design foundation course. The results revealed that the Chinese intensive training improved their semantic recognition in design performance, thereby is confirming the assumption. Our study results suggest that design teachers must not only provide strong practical design training, but also develop skills such as semantic comprehension and object interpretation in young designers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01