非設計科系通識課程產品創新教學案例分析

創新能力是大學設計科系教學非常重視的環節，非設計科系則普遍缺少創新之相關課程，或是僅提供創意思考類之選修課程，此類教學經常歸納為通識課程之一。本研究案例將創新教學規劃為兩學分之選修課，限定非設計科系學生選修。透過一學期之創新技法、產品案例研討、分組討論過程，最終提出個人之產品創意提案。本實驗課程中導入兩種創新技法；系統化創新及創意六法則於創新之應用。對比系統化創新與創意六法則兩種創新技法的主要內涵，運用於創新產品概念提案。其次歸納課程中提案類別，評估其發現問題、解決問題之創意程度；並比較大學中不同學院學生問之差異性。文學科系學生對事物觀察仔細，有高的問題創意；理工背景同學的解答創意平均值則高於文學類同學。創新概念提案中創意法則被使用最多的是組合，其次則為轉移與轉向。最後並選擇其中兩件更新設計概念，整理其創意發想過程與說明其提案內涵。

關鍵字

通識課程；創新教學；創意法則

並列摘要

Creative ability is an important course in Design School. But, there are less creativity courses in other departments. Some of the creativity courses were arranged as a general curriculum elective course. In this case study, creativity courses for non-design professional students were implemented in university. It consists of case study of innovative product, creative techniques and practical exercise within 18 weeks. Two kinds of creative techniques, namely systematic renovation and six creative principles, were utilized. Firstly, the characteristics of both creative techniques and design example were introduced. Secondly, product concepts were proposed through group brainstorming. Each concepts. were evaluated based on the problematic renovation and the problem solving creativities. The statistical analysis shows that there are not significant differences between different schools. Students of humanity department provide higher problematic renovation whereas, the engineering department students provide better problem solving creativities. The frequency of the principle usage is 1. combine, 2. transfer and 3. reverse. Two students' concepts were described to show its problem solving approaches.