工業設計小組中加入熟手成員對生手反思之影響

The Influences of the Proficient Member to the Reflections of Novice Members within a Design Team

林岱霓(Tai-Ni Lin)

指導教授 ： 葉雯玓

國立臺北科技大學/設計學院/創新設計研究所/碩士(2009年)

https://doi.org/10.6841/NTUT.2009.00312

摘要

工業設計學習發展相當重視學生設計經驗的累積，反思(reflection)是對過去事件經歷的思考過程，包含從過去到現在的重要經驗，在學習的過程中是能促進成長的重要機制。在國內設計教育課程中的設計小組成員多半是由同一年級的學生組成，成員彼此在設計熟練度方面的差異性較小。若與豐富設計執行經驗者一同進行設計，體驗不同的設計執行，對於反思會產生何種差異？本研究探究經驗程度差異較大的小組中，熟練度高設計師 對團隊中生手設計者活動反思行為過程的影響。
研究透過文獻決定受測樣本的條件，在產品設計課程中以一個設計工作營方式進行小組設計活動。以設計生手的活動錄影記錄與反思日誌以及工作營結束後生手自我學習過程反思評量資料，得到在小組成員設計熟練度為相同與不同的小組中，生手反思數量、反思層次、反思內容的表現。
研究結果顯示有無設計熟手加入，僅於反思內容表現有差異。有熟手設計小組的生手，會有習得熟手設計執行與設計繪圖和圖面解析的反思，以及熟手執行團隊設計和規劃能力的反思。但有熟手加入小組的生手缺乏無設計熟手加入小組生手的思考：自我目標與期望的活動過程，以及團隊合作相處、團隊成員角色扮演與領導角色的反思內容。並且研究顯示，熟手加入小組中僅對生手的反思內容有影響，熟手自身的反思層次高低不影響同組生手反思數量和反思層次。

關鍵字

反思 ； 設計教育 ； 設計生手

並列摘要

Reflection, defined as the process of reminding one’s significant experiences that began in the past and continues into the present, is the vital mechanism in stimulating the development of learning process. In industrial design education as well places great importance on of students’ designing experiences cumulation. Domestic design education programs were mostly arranged the combination of same grade students, which leads to a smaller differentiation in design proficiency among each member. It worth of discussing what kind of differentiation will take place in design work performed with proficients. The study probes into the influences applying proficient designers into design work which affects reflecting behavior of members in
teams with comparatively greater difference.
Experiments are carried out as design work shop type, and each team includes participants are sifted depend on references. Design novices in design activities are recorded. The conclusion is derived from the performance of quantity, level and content in reflecting process referred to Videotape data and reflection dairy of learning process
of self-assessment toward every team member in diverse proficiency.
The result indicates difference only appears in reflection content whether the proficient join or not. Reflections of novices design with proficient shows learn drawing and analyaze skills, the ability of planning and executing in teamwork; however, reflection content: activity process of self-goal and expectation, interaction with teammate, teamwork spirit, and role-play are insufficient. Research also shows the fact that the reflection quantity and level of novices are not affected by proficients’ reflection level while the reflection content are affected when the proficient participate in the
design team.

並列關鍵字

reflection ； design education ； design novice

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