摘要 本文首先指出在學術界有關攝影教育的研究嚴重不足的現況。據此，研究者規劃以完形心理學為理論核心，影像解析為主體的實驗性攝影課程「影像美學」，並於94學年下學期於清華大學通識中心施行，嘗試深入探究攝影的教與學。而研究目的在於探討該課程對學習攝影是否有正面助益。本研究透過收集學習週記，並運用「主題分析法」分析文本資訊與詮釋學習攝影之經驗，透過學習者觀點來看教學效益。整體而言，本研究的結果呈現「影像美學」課程對於學習攝影的正面效果。學習者不論在自我評價、攝影技術、創作意圖、對完形理論的認識與應用上都有朝正向發展的趨勢。然而，對於創作過程中理智與直覺的衝突，研究者認為這一問題明確的建議了未來研究的方向。

Abstract This paper first recognizes that there is very little literature which bears directly on photographic education in academic circles. It then turns to the formulation of a new teaching programme, “Image Aesthetics”, which integrates image analysis with Gestalt theory, in an attempt to conduct research into photography teaching and learning. The primary aim of the study is to examine whether the curriculum can be helpful in improving students’ understanding and practice in photography. This is followed by an introduction to the empirical procedures, including the collection and analysis of weekly records, adopted to assess student learning experience. Afterwards, Thematic Analysis has been applied to analyze the learning records, which express opinions from the students’ perspectives. Assessment results of the weekly records show an overall positive effect on their learning in terms of self-evaluation, photographic technique, having intent, and the understanding and application of Gestalt theory. Discussions of the seeming contradiction between intuitive composition and intellectual composition are also provided in the last part of this paper. These issues have not been fully addressed in the study and are considered worthwhile for further research.