觀點革命：探討後設認知理論導入設計科系策展企劃教學之學習歷程與成效

View of View: Learning Process and Effectiveness of Applying Metacognitive Theory into the Curatorial Planning Teaching in Design Department

林家華(Chia-Hua Lin)

《設計學報》 26卷2期 (2021/06) Pp. 111-134

摘要

觀察臺灣近年興起許多設計主題的展覽，設計策展人（design-curator）儼然成為設計師的新角色。在設計教育的結構中，應思考強化培養學生對一個展覽的策劃能力。本研究係針對設計科系學生在策展企劃能力養成之需求，根據後設認知理論，建構以「觀點革命」為核心之策展，規劃漸進式教學模式，並透過教學的實施確認其教學成效。研究結果顯示：學生透過各階段的引導，在自我覺察與監控部分，對於橋接跨領知識運用在策展觀點上的策略方式，與策展出發點由社會環境之影響與教育啟發的回饋思維養成，及依照觀眾策略來鋪陳議題與展品規劃在故事鋪陳及傳達能力上，透過學生的反思回饋皆具有引導成效。在實務引導任務上，給予學生展覽範例後，鼓勵學生解構思維，透過重新策展的教學方式，對於學生在認知策劃的可行性、限制與優缺評估上具有明顯助益，且能觸發學生隨時機求新求變的設計應變能力。未來在對藝術家特質的理解、作品鑒賞、經費規劃以及團隊引導上需進一步強化，並透過同儕互評與企劃書互相觀摩的方式，增進同儕互學的興趣與信賴感，提升學習自信心。

關鍵字

後設認知 ； 策展企劃 ； 認知策略 ； 學習成效 ； 設計科系

並列摘要

According to design-based exhibitions that have been increasingly popular in Taiwan over the last few years, a design-curator has become a new role for designers. In response to the future requirements for designers and the trend of interdisciplinary design, the structure of design education must be focused on enhancing students' ability to curate exhibitions. Focusing on the needs of nurturing design students' capability of curation, this study constructed a curation teaching model centered on perspective revolution in accordance with the theory of metacognition and evaluated the teaching effectiveness after the teaching practice. The results revealed the following: The self-awareness and monitoring section in each stage guidance, the proposed teaching model facilitated significant learning effectiveness on students' strategies to bridge cross-collar knowledge to curatorial perspectives and development of feedback thinking as the curatorial starting points. In addition, according to the audience's strategy to present issues and the planning of stories in curating, shows the storytelling ability. On practical guidance tasks, after giving students an exhibition example, encouraging students to deconstruct their thinking and re-curate teaching methods will obviously help students in the evaluation of the feasibility, limitations and advantages of cognitive planning. This method also can trigger students` design ability and adaptability to changes. Future teaching methods may emphasize students' learning of artist qualities, ability to appreciate design work, funding plan and consider ways of peer review and inspect and learn from each other as well as enhance their confidence in teamwork learning.

並列關鍵字

Metacognition ； Curatorial Planning ； Cognitive Strategy ； Learning Effectiveness ； Design Department

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