基本設計訓練的認知－以課程掌握和能力建立為例

在知識爆炸、科技突飛猛進的時代，傳統的填鴨式教學已不適應多樣化、豐富多彩的教學理念。在教育領域中，教師應更加關注學生的情况和反應，在教與學的過程中，評量方式已成為判斷教學目標是否實現的重要依據和手段，通過迴響來改進教學設計和活動，提高學習的整體效果。本研究希冀在建置一套完整的設計評量準則前，首先針對中原大學室內設計系教師與學生為對象，進行「基本設計」課程掌握和能力建置的認知調查，作為後續系列研究的基底；最後在經過統計與分析後獲致：學生對於自己於課程掌握的表現多是偏向正面認同，唯教師卻認為還有大幅精進的空間，且在課程所欲建立專業設計與技術能力的過程中，教師們多較在乎邏輯思考的建立，但學生反倒是比較重視概念轉化的操作，而在技術建立的部分，則是一致認為造型創造的能力頗為重要。

關鍵字

基本設計；認知差異；課程掌握；能力建立

並列摘要

In the era of knowledge and technology, the traditional spoon-feeding education has been inconsistent with various pluralistic educational trends. When teaching faces the great wave of reform, teachers shall pay more attention to situations and reactions of students. In the process of education and learning, evaluation methods become an important basis and means, which can be used to evaluate whether teaching objectives are achieved, and improve the teaching design and activities through feedback, so as to promote the overall learning effectiveness. Before establishing a complete set of design evaluation criteria, this study aims to firstly conduct a cognition investigation on the ＂basic design＂ mastery and competency building of the teachers and students in the Department of Interior Design at Chung Yuan Christian University, which will serve as the basis for the future studies. Finally, the following results are obtained after statistics and analysis: students positively appraise their performance in course mastery, while teachers think there is room for considerable improvement. Moreover, in the process of training professional design and technical skills, teachers pay more attention to logical thinking, while students pay more attention to concept transformation. In terms of technology establishment, they both agree that the ability to create models is important.

並列關鍵字

basic design ； cognitive difference ； course mastery ； competency building

被引用紀錄

徐玉姈（2023）。基本設計教、學與論述的多重對話架構初探－「空間概念詞彙」作為課程研究的方法。建築學報，(124_S)，43-64。https://doi.org/10.53106/101632122023060124009

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