預告片具有短時間傳達影片概括內容，引發觀者的觀看動機之特性。其關鍵的影像內容 多為剪輯師依個人主觀經驗而後製完成，文獻尚少談及預告片剪輯方法、影片內容與觀者在 認知語意上的關聯。本研究以語意網絡概念，經文獻蒐集分析與歸納應用於教學影片預告剪 輯方式的建議，嘗試以『Discovery- 台灣珍寶：米』為探究主題，結合內容分析法分析米影 片的語意內容，進而蒐集激發語彙，進行歸納語意網絡之分佈。初步發展三種語意詞組的剪 輯角度：米食料理、歷史脈絡、台灣精神，分別依據語意剪輯出預告影片，最後以敘事訪談 方法瞭解預告影片的激發語彙內容，爾後語意網絡分析與完成語意地圖，交互分析其呈現語 意網絡的異同。研究結果得知剪輯教學影片前，進行內容分析有益於預告片整體建構歷程， 且預告剪輯片具有客觀語意聯想導向目的之蒙太奇表現特性，語意網絡探究得知教學影片與 預告剪輯片之激發語意，相接近於對應關鍵畫面的結果，最後彙整出以語意網絡應用於教學 影片之預告剪輯方法的經驗與建議。期望能提供類似的影片製作與設計，或其他不同類型影 片預告剪輯方式之參考。

The feature of trailers is to summarize the film in a short time and to intrigue audience to watch it in a whole. The vital content of notice film is mostly selected by the editor based on his/her subjective experience. However, literature concerning the editing of film trailers and the correlation between film content and audience in terms of semantic awareness is rarely seen. This study is developed based on semantic network, conducting literature review to collect, analyze, and conclude suggestions on the editing of film for teaching. It adopts Taiwan Treasure: Rice released by Discovery as the theme and applies content analysis to discover the existing semantic content of this film. Moreover, this study collects the inspired vocabularies by means of experiment method and establishes the structure of semantic network on the basis of Kawakita Jiro method. Initially, it develops three perspectives of semantic word groups: rice cuisine, history background, and Taiwanese spirit, editing the film trailers respectively. Afterwards, this study re-collects the inspired vocabularies of film trailers in the manner of experiment method and narrative interview for the semantic network analysis of KJ method again. Eventually, this study completes the semantic network map and presents the similarities and differences of semantic network in the way of transactional analysis. The study results present that analyzing the content of educational films prior to the semantic editing is beneficial to constructing the overall process of film trailers. The editing of film for teaching shows the objective semantic association in the manner of narrative montage. The inspired vocabularies of film for teaching and edited film trailers are close to the results of correspondent key frame comparison. This study proposes suggestions based on the experience of integrating semantic network into the editing of film for teaching.