非同步網路輔助教學應用在室內設計圖學之課程設計與教學成效

Applying Asynchronous Web-Based Instruction to Curriculum Design and Teaching Efficiency of Interior Design Drawing

陳歷渝(Li-Yu Chen)

指導教授 ： 胡寶林

中原大學/設計學院/設計學博士學位學程/博士(2012年)

https://doi.org/10.6840/cycu201400455

摘要

我國室內設計學系的「圖學」課程教學，一般多以傳統「工程圖學」的內容，輔以「建築構造」知識進行課程設計，教學方式常採用傳統課堂講授輔以製圖實習。此種傳統圖學課程，是否有助於室內設計專業所需的「識圖」與「製圖」能力養成，乃本研究動機之一；適合室內設計專業所需的「圖學」課程，應涵蓋那些內容與單元，方能建構前述之「識圖」與「製圖」能力，此為本研究動機之二；若利用網際網路與電腦科技，建置網路學習內容，透過網路進行輔助教學，是否可以增進圖學課程學習興趣
與成效，為本研究動機之三。本研究目的即在針對上述問題，探討：(1) 傳統圖學課程設計與內容，是否能滿足室內設計識圖與製圖能力養成需要；(2) 為養成室內設計專業所需要的圖學能力，圖學課程應涵蓋那些內容與單元；(3) 如使用三維空間模型輔助教學，是否能加強學習者室內空間構成概念；(4) 透過網路輔助教學內容與課程設計，是否能提升學習興趣與學習成效。
為探討上述相關問題，本研究採取探索與實驗兩階段的混和設計方法進行，探索階段先經由專家訪談，釐清「室內設計圖學」的定義，並比較其與傳統「圖學」的差異；再藉由問卷調查蒐集修習學生對「室內設計圖學」課程之教材、教法及學習困擾等相關意見，將質化資料彙整為初步結果，經與專家訪談意見對照後，據此做為課程設計參考；再根據課程設計原理與方法，建構培養室內空間構成概念、建立識圖與製圖能力的「室內設計圖學」課程架構與單元。實驗階段則根據探索階段獲得的「室內設計圖學」課程架構與單元，建置網路輔助教學課程系統實施網路輔助教學，以實驗研究法進行實驗組與對照組學習成效的實證性研究。採用的研究工具包括：專家意見訪談問卷、圖學課程學習成效問卷(學生)、網路輔助教學系統學習成效問卷(學生)；測驗量表則包括：普度空間視覺化測驗、室內設計圖學能力測驗。研究發現：(1)「室內設計圖學」與傳統「圖學」，因學習目的不同，學習需求亦不同，故室內設計圖學之課程應依學習目的進行課程設計，包括課程架構、課程單元及教學次序；(2)「空間構成能力」與「空間能力」，兩者意義不相同，「室內設計圖學」應以培養「空間構成能力」為導向，進行課程設計；(3)圖學能力的評量應以評量學習者的「空間構成能力」為主，包括：空間構成概念(空間理解能力)、圖面判讀能力(識圖能力)與圖面繪製能力(製圖能力)三個部分；(4)使用電腦三維空間模型，確能增進學習者的空間理解與空間構成能力，有助「室內設計圖學」學習；(5)實施「室內設計圖學」網路輔助教學，對主動學習者的圖學能力有明顯助益，原因包括：課程單元設計、教材內容豐富、教學方法不受限時間學習的特性。

關鍵字

室內設計圖學 ； 室內設計 ； 網路輔助教學 ； 課程設計 ； 學習成效

並列摘要

"Drawing" teaching in Interior Design department, are more generally use the content of traditional "engineering drawing",combined with knowledge of "Architectural Construction", and traditional classroom lectures often used in teaching supplemented by drawing practice. Such raditional drawing programs whether could help to construct the professional capability including "to know " and "to draw " the drawing, is the first motivations of this study; required for interior design professionals, what are the content which "drawing" courses should cover with in order to construct the "to know " and "to draw " ability, is the second motivation for the study; If the use of Internet and computer technology, to build a network of learning content over a web-based instruction , can enhance interest in learning drawing programs and effectiveness is the third study motivation. The purpose of this study is in response to these questions, discuss : (1) traditional drawing curriculum design and content, whether it can meet the interior design and drafting capabilities to develop knowledge and skill to draw; (2)in order to develop the professional drawing capabilities , which are the Drawing Course content should cover ; (3) if the three-dimensional models were used to in the class , could enhance learners to strengthen the concept of interior space constituted; (4) through web-based instruction assisted teaching content and curriculum design, whether it can enhance the learning interests and learning achivement.
This study design two phase with exploration and experiment mixing conducted , the first stage of exploration ,through interviews with experts to define "interior design drawing" and compare the difference with the traditional "drawing" ; then use questionnaires to collect the students’ opnion who attend "interior design drawing" course, including teaching and learning issue and other related advice. After compared with expert interviews, advice were applied in curriculum design. According to design principles and methods, the curriculum framework of "interior design drawing" were constructed with the concept of constitute of interior space and the capability of“what be drawed” and “how to draw”.according to the curriculum framework and teaching unit of "interior design drawing" which obtained in exploratory phase, a web-based instruction system was build to assist teaching , student were devided into two groups,one is experiment the other the control group in order to find the different in learning achivement. Research tools used include: expert interview questionnaire, "Drawing" Learning Outcomes Questionnaire (students), learning questionnaire of web-based instruction system (students); quiz scales include: Purdue spatial visualization tests, interior design drawing capability quiz.
The study found that: (1) "Interior Design drawing" and the traditional "drawing", due to the different purposes of learning,learning needs are different, so the interior design drawing curriculum should be designed in accordance with curriculum learning objectives, including the curriculum framework, teaching unit and order ; (2) the meaning of "spatial composition capability" and "spatial ability" are not the same, "interior design drawing" should be to foster "spatial composition capability" oriented curriculum design; (3) drawing assessment should be based on assessment of the ability of learners' spatial composition capability "based, including: spatial composition concept (spatial capabilities), drawing interpretation capabilities (what be drawed) and drawing capabilities (how to draw) three dimension; (4) the use of three-dimensional computer model of the space can really enhance the learner's ability to understand and space constitute helped "Interior Design drawing' learning; (5) the web-based instruction of "Interior Design drawing" could benefit active learners' drawing ability obviously , reasons include: teaching unit design, rich materials in content, unlimited learning by learners.

並列關鍵字

interior design drawing ； curriculum design ； learning achievement ； web-based instruction ； interior design

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