視覺傳達設計系學生專題製作之問題解決模式研究

The Problem Solving Model in Graduate Project for Students of Visual Communication Design

高新發(Shin-Fa Kao) ； 嚴貞(Jen Yen)

《藝術教育研究》 14期 (2007/12) Pp. 101-136

摘要

本研究旨在探討視覺傳達設計系學生專題製作問題解決之特性，據以建構適合國內的設計教育的問題解決模式。本研究採用質性研究之「紮根理論」進行研究，以「創意問題解決法」爲參照，對8位視傳系師生進行訪談並分析結果，發現其專題製作問題解決具有7類共34項特性。研究者根據這些特性及受訪者對問題解決過程之描述，建構出專題製作「問題解決歷程」包括：1．面對問題，瞭解任務；2．確定主題與媒材；3．產生許多構想；4．選擇最佳構想；5．發展構想；6．提案檢測；7．執行計畫；8．完成與展示；9．任務評估；10.尋求資源。爲了更具體呈現專題製作問題解決的特性，本研究進一步發展出「問題解決動態模式」，此模式包含五部分，包括：1．瞭解問題；2．產生創意；3．計畫實踐；4．任務評估；5．尋求資源。本研究最後根據研究之結果與心得，提出3項結果與4點建議，供專題製作教師以及後續研究者參考。

關鍵字

問題解決 ； 專題製作 ； 紮根理論 ； 視覺傳達設計 ； 設計教育

並列摘要

The aim of this study is to develop the appropriate ”Problem-Solving Model” in graduate project for students and to find out the characters of Problem-Solving Process of Visual Communication Department. This paper is a qualitative research based on Grounded Theory. Based on CPS model, the researcher interviewed eight graduate students and teachers on their graduate project courses. The researcher analyzes the results of the interviews, 7 categories of differences and 34 characters are found. Based on these characters and the results of the interviews, the researcher constructed a ”Problem-Solving Process” of graduate project, which includes: 1.face to the problem and task, 2.identify the subject and materials, 3.generate ideas, 4.choose the best idea, 5.develop idea, 6.propose and testify, 7.set the project, 8.accomplish and exhibit, 9.evaluate tasks, 10.search for resources. Moreover, this research also established a ”Dynamic Model of Problem-Solving” which contain five parts: 1.resources search, 2.task evaluation, 3.problem understanding, 4.creativity generation, 5.project completion. Finally, the resources propose 3 result discussions and 4 suggestions as further investigation direction in the future.

並列關鍵字

graduate project ； grounded theory ； problem-solving ； visual communication design ； design education

參考文獻

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