- 期刊
當設計遇上PBL？在基本設計的教學實踐研究
When Design Encounters PBL? A Teaching Study on Basic Design
摘要
本研究的目的主要是想嘗試回應從教學現場與過去文獻所顯示的基本設計課的挑戰之一，即在於其課程內容多屬抽象的構成練習，而這和一般以解決真實世界的設計問題的工作室課程極為的不同，因而容易讓學生遭遇「理解」和「表達」上的困難，同時也難以將抽象的構成練習內容與未來設計實務作聯結的問題。對此，在教學研究方法上，本文是導入主張以學生為中心，且強調要以學生的日常經驗或興趣作出發而設計的教案問題為教學起始的Problem-Based Learning（PBL）教學法至大一基本設計課堂，藉由操作PBL特徵與學習框架表，讓學生有機會去選擇所要學習的內容與方式，擴展學生多元可能之自學項目與伴隨創意發想產出相關設計實務的作品，以便回應上述基設課程的教學問題與貼近觀察PBL對基設教學的適切性。在評量教學成效上採用具有專家效度的三個量表：「案例問題評鑑檢核表」、「教師表現評量表」以及「學習成效態度量表」並輔以小組訪談進行。研究結果顯示：有24位學生參與的三個期末量表的調查結果均為正向評價。說明導入PBL於大一基本設計課程之教學，確實有其正向的成效。特別是經由幾次PBL的學習操作，學生對PBL的教學方式逐漸能領會到它的益處，諸如，增進學生理解抽象元素和轉用於創作表達暨解決問題的能力、也促進學生的自我學習以及提升運用多元資訊等的能力。
並列摘要
The purpose of this research is to respond to one of the challenges of the basic design course shown in the teaching experiences and past literature, that is, the most course content is about abstract construction practices that are very different from solving design problems of workshop courses in the real world. Students easily experience difficulties in terms of ＂comprehension＂ and ＂expression＂ as well as in connecting the content of their studies with practice in the future. In terms of teaching and research methods, this study introduces the Problem-Based Learning (PBL) teaching method that advocates student-centered and emphasizes that the lesson plan problems should be based on the students' daily experience or interest as the starting point of the teaching method to the basic design courses for freshmen. The researcher used the PBL learning framework to expand students' multiple possible self-study projects and the output of creative design objects, so as to closely observe the appropriateness of PBL in basic design education. This study adopts three scales ( ＂Case Question Evaluation Checklist＂, ＂Teacher Performance Evaluation Scale＂ and ＂Learning Effectiveness Attitude Scale＂) with expert validity in academic research, supplemented by team interviews to assess the effect of this method on education. The research results show that the survey results of the three final scales with 24 students participating are all positive evaluations. It shows that the introducing PBL into the teaching of the freshman basic design curriculum does have positive results. Especially through several PBL learnings, students can gradually appreciate the benefits of PBL teaching methods, such as enhancing students' understanding of abstract elements and their ability to express and solve problems, and also promote students' self-learning and improvement ability to navigate diversified information, etc.