學生學習背景對色彩學課程多元教學之信念動機與態度研究

研究旨在探究學生學習背景因素，基於108課綱「色彩原理」科目的學習，在色彩專業的認知與態度調查。研究設計方面藉由入學管道的名義變項，觀察各項管道學生的色彩學的知識素養，教師可以從課程執行的過程，調整教學單元的內容與類型。在課程教學的落實具體作法，試圖以多元化教學方式，了解學生對於課程的關注原因。教學步驟透過案例授課、多媒體簡報、單元操作與專題計畫等型態，引導學生掌握單元重點與技巧之後，以個人或分組進行操作。接續運用測驗法、問卷調查法與訪談法，取得學生的學習成績、認知反應資料，將學生對色彩學習經驗設定為共變數，進行二因子混合設計共變數分析。幾項資料整理的結果發現：1.各類入學管道學生在能力測驗，有、無學習經驗的落差是明顯的；2.學前的色彩學習經驗具有顯著的干擾結果；3.多元化教學策略，讓學生逐漸改變色彩學的刻板印象；4.學生對於課程的評價是正向的，而單元操作即使是日常的行為，但融入色彩任務後形成新的體驗。因此，除了減少各個入學管道學生的色彩知能落差外，引導學生如何應用色彩，產出更好的視覺生活品質，則是大學基礎課程的核心理念。

關鍵字

入學管道；多元教學；色彩學習經驗；學習態度；色彩應用

並列摘要

This study aims to investigate the influence of students' learning background factors on the learning of the "Color Principles" subject based on the 108 Curriculum Guidelines, as well as to examine students' cognition and attitudes towards color expertise. The research design utilizes nominal variables related to different admissions pathways to observe students' knowledge and literacy in color studies. Teachers can adjust the content and types of teaching units based on the curriculum implementation process. In terms of instructional practices, this study adopts diversified teaching methods to understand students' reasons for their engagement in the curriculum. The instructional steps include case-based instruction, multimedia presentations, practical exercises, and project assignments, guiding students to grasp the core knowledge and skills of each unit and engage in individual or group activities. Furthermore, the study employs assessment tests, questionnaires, and interviews to collect data on students' learning outcomes and cognitive responses, with students' experiences in color learning as a covariate in a two-factor mixed design covariate analysis. The results of the study indicate the following: 1. Students from different admissions pathways exhibit significant differences in performance on ability tests. 2. Prior experiences in color learning have a significant impact on learning outcomes. 3. Diversified teaching strategies contribute to changing students' stereotypical impressions of color. 4. Students generally evaluate the curriculum positively, and integrating color tasks into daily activities leads to new experiences. Therefore, in addition to reducing disparities in color knowledge among students from different admissions pathways, guiding students in the application of color to enhance visual quality of life is a core principle of university foundation courses.