臺灣建築系學生對課程設計滿意度分析之研究

A Study on Taiwan Architecture Students’ Satisfaction of Curriculum Design

林柏宏(Bo-Hung Lin)

指導教授 ： 王聰榮

國立臺北科技大學/設計學院/建築與都市設計研究所/碩士(2010年)

https://doi.org/10.6841/NTUT.2010.00095

摘要

本研究旨在探討建築系學生對目前學校所提供專業課程的滿意度，瞭解課程對未來就業發展上的助益與畢業後就業取向。首先經由文獻回顧建立相關理論基礎，進而編制問卷，透過國內十三所建築院校進行施測，問卷總計發放2,040份，有效樣本數1,479份，有效回收率72.5%。經統計軟體SPSS 10.5進行統計分析，依量表信度α係數考驗量表內容效度，輔以項目分析檢測量表內容題項之一致性；進而依描述性統計、獨立樣本t考驗、卡方獨立性檢定、單因子變異數分析與薛費法事後檢定等，考驗學生不同背景變項對建築專業課程設計滿意程度差異與課程對未來就業助益的認同程度。
依據統計分析結果，歸納獲致以下結論：學生對建築院校所提供專業課程之滿意度僅獲中等評價，其中以學校所提供的專業學科科目與教學空間環境的評價較低；此外，課程滿意度會因學生就讀學制、年制、建築院校與年級別的不同而有所差異。學生對於建築專業課程在未來就業助益發展上，則以從事建築師事務所工作的認同度較高，依序為室內設計事務所工作與營造建築施工監造工作；學生對於未來就業取向上，則以建築師事務所工作之意願較高。
根據研究結論提出以下建議：（一）國內建築院校於課程規劃上應注重建築專業學科與術科科目的均衡發展，以提供理論與實務兼顧的建築專業課程；（二）課程編排上應考慮各建築專業課程間的相關性與銜接性，以整合跨領域課程發展學群；（三）課程內容設計上應具建築相關產業課程的廣度並掌握職場所需之人力技術，更新建築專業課程走向，以增進建築系學生對於未來就業上的多元選擇；（四）普通大學與技職大學之學制應明確區分課程導向，以供未來就讀建築系學生之選擇；（五）四年制之院校對於課程規劃設計上可參照五年制之專業課程；（六）對於十三所建築院校中獲知兩所大學之學生對於課程滿意度的評價最高，故其它建築院校可依其所提供的專業課程、老師教學方式與教學空間環境作為改善參考依據。

關鍵字

建築教育 ； 建築系 ； 課程設計 ； 滿意度分析 ； 專業教育 ； 教學學習

並列摘要

The purpose of this study is to research architecture students’ satisfaction of professional courses currently provided in school, and to understand how such courses affect their employment direction and benefit their future career development. This study compiled a questionnaire based on the theoretical foundation built via literature review, and sent out a total of 2,040 copies of the questionnaire to 13 architecture departments in Taiwan, in which 1,479 were valid samples, valid response rate reaching 72.5%. Statistical analysis was carried out using SPSS 10.5, the scale reliability coefficient α was used to test the validity of scale contents, and item analysis was applied to test the consistency of scale contents. Descriptive statistics, independent sample T-test, Chi-square test of independence, one-way ANOVA and Scheffes’ method were then employed to test how different backgrounds of students affected their satisfaction of professional architecture course design, as well as their identification of its benefit to their future employment.
The following conclusions were induced from results of statistical analysis: Students were only moderately satisfied with professional courses provided by schools, in which they were least satisfied with academic subjects and the teaching environment. Furthermore, satisfaction varied with the student’s school system, program, school and year. In terms of benefits to students’ future employment, most students agreed that professional courses benefited becoming an architect, followed by interior designer and construction supervisor, in which most students desired to become an architect.
On the basis of research results, this study proposes the following suggestions: (1) Domestic architecture departments should emphasize on the balanced development of academic subjects and technical subjects on architecture, providing professional courses that give consideration to both theory and practice. (2) Importance should be attached to the relation and connection between professional architecture courses, developing learning groups via interdisciplinary courses. (3) Course contents should encompass architecture related industries and the techniques required at work, which will renew the direction of professional architecture courses and provide architecture with more options for employment. (4) Course orientation of regular colleges should be clearly differentiated from junior colleges for potential architecture students to choose from. (5) Colleges that adopt four-year programs can refer to professional courses of five-year programs during curriculum design. (6) In the thirteen colleges of this study, the two colleges that students were the most satisfied with can be used as models for other schools to improve their professional courses, teaching methods and teaching environment.

並列關鍵字

Architectural Education ； Architecture ； Curriculum Design ； Satisfaction ； Professional Education ； Teaching ； Learning

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