本作品針對國小五年級視覺障礙學生在自然科學學習中，因教材高度依賴視覺圖像而產生理解困難的問題，提出一套以觸覺導向為核心的教具設計。現行點字教材多為平面凸點形式，缺乏立體空間與結構層次，使學生難以建立正確的生物構造心像，進而影響學習動機與參與度。
本設計以「凹凸觸覺差異」作為核心語言，透過浮雕、簍空與紋理高度差，將抽象的生物圖像轉譯為可觸摸的立體資訊，並搭配一體化基準底座與模組化組件，建立穩定的空間定位系統。學生可透過拆解與組裝的互動過程，理解牙齒結構、動物分類與卵生孵化等自然科學概念。
教具同時導入觸覺引導路徑與材質差異設計，協助學生由整體輪廓逐步探索至局部特徵，降低認知負擔並提升自主學習能力。此外，本作品採用通用設計理念，使視障與一般學生皆能共同使用，促進融合教育環境下的跨感官學習與交流，實現更具包容性的科學教育體驗。
This project addresses learning challenges faced by visually impaired fifth-grade students in science education, where current materials rely heavily on visual images and flat tactile graphics that lack spatial depth, making biological structures difficult to comprehend.
The design introduces a tactile-oriented science learning kit that converts abstract biological illustrations into three-dimensional information through raised and recessed structures and textured height differences. A unified base and modular components provide stable spatial positioning, enabling hands-on understanding of concepts such as animal classification, tooth structures, and egg incubation.
Tactile guidance paths support step-by-step exploration, reducing cognitive load and encouraging independent learning. Based on universal design principles, the kit enables visually impaired and sighted students to learn together, promoting inclusive and cross-sensory science education.
