有效教學結構BOPPPS應用於服裝設計教學之研究

服裝設計課程教學著重於靈感激發及設計表達之實作，但多數的教學成果都很難達預期效果。因此，本研究期藉由BOPPPS（Bridge-In, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary）模式，發展出適用於服裝設計課程之教學模式。本研究以「國際服裝設計工作坊之教學過程」為研究對象，以BOPPPS模式為架構，透過非參與式觀察法與修正式德菲法（modified Delphi method）進行研究，並藉由實際觀察記錄、專家訪談與理論對照，找出理想服裝設計課程之教學方法。研究發現：運用BOPPPS模式改良後發展出的FD-BOPPPS教學模式，可歸納為三個階段：第一階段包含導言（B）及目標（O）；第二階段包含前測（P）、參與式學習（P）及後測（P）；第三階段包含重點摘錄回顧（S）、表揚學生的努力、分享學習成果等。本研究期能提供系統化的整合應用模式，提供服裝設計相關課程授課教師參考。希望能協助教師獲得更優質之教學成果。

關鍵字

BOPPPS教學模式；服裝設計；觀察法；修正式德菲法

並列摘要

The present study employed the BOPPPS model to develop a teaching model suitable for costume design courses. Specifically, on the basis of BOPPPS, the instructional process of the International Fashion Design Workshop was recorded through non-participatory observation, and the ideal instructional method for fashion design courses was identified through the comparison between actual observations. Research findings were the following. On the basis of the BOPPPS model, this study modified and developed a three-stage FD-BOPPPS teaching model. The first stage included Bridge-in and Objective; the second stage included Pre-assessment, Participatory Learning, and Post-assessment; and the third stage included Summary, Honoring Student Efforts, and Sharing Learning Outcomes. The aim of this study was to offer a systematic and integrated application model to serve as a reference for costume design teachers and teachers of related courses to improve their teaching outcomes.