建築系高中職學生空間設計能力評量之研究

技職院校在實施多元化入學方案之後，將面臨同時招收高中與高職畢業學生共同學習。學生因學習背景不同，勢必造成老師教學及學生學習上的困難，尤其是建築系的空間設計相關課程，不但需要具有專業知識的基礎，更需要長時間的經驗累積。有鑑於此，本研究以朝陽科技大學建築系一年級建築設計進行教學實驗，將授課班級學生區分爲高度同質性的高中生、高職生，以及異質性混合高中職生等三種學習組群。教學前採用「區分性向測驗」及「空間方位及形象因子認知測驗」等準實驗不等組時間序列之前測，教學中操作「環境物理」、「結構與力學」、「系統與系列」和「空間與機能」等四個空間設計習作，教學後以「空間方位及形象因子認知測驗」進行後測，並根據教師對學生之學習評量，觀察不同學習組群的整體表現。研究結果顯示，高中生組群之性向高於其他兩組，且在空間能力測驗的成績亦高於別組。此外，透過後測的設計評量，發現高中生組群隨著空間設計習作的演練，設計能力成長的趨勢亦較其他兩組明顯。但整體教學成效，以混合學生群較佳。高中職生空間設計能力確實存有差異，未來技職院校推動多元入學方案，空間設計課程應提早規劃，以減少學生學習上的障礙。

關鍵字

空間設計能力；對照實驗法；多元教學評量法

並列摘要

Under the new educational reforms, technical colleges and institutes in Taiwan will recruit graduates from both high schools and vocational schools. The difference in their spatial design ability, a core quality required in studying architectural design, will cause learning problem among students and pose difficulties in teaching among teachers. This study evaluates the differences in spatial design ability among first-year students in the Department of Architecture, Chaoyang University of Technology. The results showed the aptitude and spatial design ability of students from high schools were better than those from vocational schools. In addition, students from high schools made better progress than those from vocational schools in the practical courses. Test scores of the two groups showed significant difference. Thus, it can be concluded that indeed there exist differences in aptitude, ability and achievement between students from high schools and vocational schools. Greater effort should be made to improve the course design so as to avoid learning problems among students.