科技大學室內設計系色彩學教學方法與學習成效之評估

目前國內科技大學室內設計系色彩學課程的教學法，大致可分為三種類型：一是併入設計課的實作法，二是以講授教學為主的講授法，三是講授輔以實務操作的講授／實作法；不同的教學方法對於色彩學習成效是否產生差異，是本研究企圖探討的課題。透過色彩學力評估測驗卷，進行學習成效評估，總計回收174份做為分析的基礎。研究成果可歸納出以下三點：1、講授／實作教學法，在四大專業核心之學習成效上，整體而言相對較佳，顯示學理透過實際的操作，能深化學習的理解度。2、以講授法為主的教學，在學理知識的表現上較為均衡，但與實務應用相關的學習成效明顯較弱。3、實作教學之受教學生雖然在應用面相對熟稔，但學理的學習與前兩者有較大落差，表示系統性、結構性的教學，對色彩學理之學習具有重要性。

關鍵字

色彩學；學習成效評估；教學方法

並列摘要

The instructional methods of chromatology courses in the university of science and technology's interior design department can be roughly divided into three categories: The practice approach incorporated into the design course, the teaching approach based on lectures, and the lecture/practice approach, where practices assist lectures. The scope of this research is to discuss whether the differences among the three types of instructional methods will make a difference in terms of studying chromatology. Test papers were prepared based on the content of each teaching approach for color science courses. Students' learning effectiveness associated with three instructional methods was evaluated. A total of 174 test papers were collected. The research results could be summarized as follows: 1. The lecture/performance-based instruction was relatively good in the overall learning outcome of the four major subjects, which showed that hands-on practice could further strengthen the understanding the learning of academic theories. 2. The lecture-based teaching was relatively more balanced in term of theoretical knowledge, but the learning outcome related to practical application was apparently weaker. 3. Although students of performance-based instruction were becoming relatively familiar with the application, there was a big gap in term of theoretical study when compared with the former two, suggesting that systematic and structural teaching were still important for the study of the theory on colors.

並列關鍵字

Chromatology ； Learning Effectiveness ； Instructional Method

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