- 會議論文
設計評圖的學生感受：以中原大學室設系基本設計課程爲例
Students' Perception on Design Critique : Take the Basic Design Studio in the CYID as an Example
摘要
「基本設計」是學習設計的基礎，也是進入專業設計的預備課程，基本設計是具有建立設計學習體系的重要地位。而一般的設計課程多是採取「工作室」教學：以一位老師指導數位學生的小組討論方式進行，透過密切的互動完成設計作品。在設計發展的指導過程與最終的作品審查，常採取的評量方式爲「設計評圖」，學生與老師以「面對面」且「一對一」或「一對多」的方式進行，新手學習者在評圖過程中，常因不知評圖的意義所在或因緊張而錯過藉由評圖得到有效的啓發。本研究目的在：瞭解學生對設計評圖的主觀感受及對設計評圖的期望，藉由獲得的意見做為教學改善暨提供教師參考，從而提升設計評圖的品質，達成促進學習的意義。研究採用問卷調查方法，以修習中原大學室設系「基本設計（二）」課程之學生爲問卷對象，發出問卷89份，回收有效問卷87份。問卷內容包括：學生對基本設計能力提升的自我評價、學生在評圖過程的感受、學生對評圖機制的意見與期望。問卷結果分析發現：1.學生普遍認爲藉由評圖能够提升自己的語言表達能力2.學生期望工作室的指導老師能參與最終評圖，以利於緩解學生現場壓力，並協助學生解說作品；3.學生期望能從評圖得到關於如何解說設計的指導；4.學生期望能從評圖得到關于版面設計的指導。
並列摘要
＂Basic design＂ is the foundation for learning design, and is also a preparatory course for entering the professional design, and has an important position in establishing the overall design learning system. Students begin their design studies with basic design. The design course generally adopts studio teaching: a teacher instructs several students in a way that the design work is completed through close interaction, and studio teaching has become a common way of design courses. The most common method of evaluation between teachers and students during the instructional process and the final work review stage is ＂design evaluation＂, which is a face-to-face, one-to-one, or one-to-many (teacher) process. Therefore, this study aims to understand the students' feelings and expectations of the design evaluation process and use the feedback to improve the teaching methods, enhance the quality of the design evaluation, and achieve the meaning of facilitating learning. A questionnaire was used to survey the first-year students of the ＂Basic Design (2)＂ course in the Department of Interior Design at Chung Yuan University. The contents of the questionnaire included, in addition to basic personal information, students' self-evaluation of the improvement of basic design skills, students' feelings about the design evaluation process, and students' opinions and expectations of the design evaluation mechanism. Eighty-seven questionnaires were sent out and 87 valid questionnaires were returned. After compiling and summarizing the questionnaire results, the study found that: students expected the original studio instructor to be their own evaluator during the evaluation process, as it would help relieve students' stress and help them explain their lack of expression in the evaluation process (the issue of fairness of the evaluation still needs to be considered); students generally believed that the evaluation process could improve their Students generally felt that the evaluation process could improve their verbal skills, but they hoped that the teacher would know how to improve their design and interpretation skills; they also hoped that they could get more verbal and layout advice from the teacher to improve their creativity.