設計思考導入國小高年級視覺藝術逐格動畫課程之行動研究

「設計思考」（Design thinking）方法在企業界行之有年，臺灣近年亦納入108年課綱成為新興領域但目前相關研究尚不多。為補充臺灣現有文獻缺口，本研究提取設計思考方法之精神元素並呼應全球數位科技浪潮趨勢，以「設計思考」為輔助策略，以「逐格動畫」為創作載體，以「iPad」為創作工具，於常態性「視覺藝術」課程中實施，開展跨班級、跨學科之多元性畢業動畫集體創作。文獻探討包括設計思考與逐格動畫之教育應用文獻分析，以及十二年國教視覺藝術領域綱要精神相關討論。本研究採行與設計思考核心精神高度相關之「行動研究」方法，於臺北市某公立國小，以29位六年級學生為對象進行行動研究。研究工具兼採量化與質性方式，包括前後測、討論板、原型製作、作品表現、觀課回饋等資料，以多重工具和三角檢驗法提高信效度，分別評估教師教學與學生學習成效。課程設計與評量工具於教學實施前經專家評估確認，於教學中滾動修正。研究結果在動畫作品成果部分，共產出20多分鐘動畫素材，效益良好；量化分析顯示在李克特7點量表之平均約為6評等，中數為6或7評等，眾數多為7評等，t檢定顯示多項目達到顯著提升；教師觀課與學生回饋均優，普遍認為「設計思考」方法有助於創作發想、提升產出效益，在鑑賞認知、情意表達、技能創作、動畫產出等面向均達成課程目標。研究彙整結論與建議可供後續研究參考，有關「設計思考」施行原則包括：掌握共通性並靈活運用，依核心目的與對象條件選擇方法，建立具體策略而非僅籠統框架，設計思考技能需多練習內化，推動者能力技巧影響推行順利與否，應重視基本知能建構。施行策略包括：線上課程選擇學生熟悉之「5W1H」方法；以圖文並陳之「腦力激盪」為基礎，並解構、再運用於「心智圖」以發展劇情，亦運用於「人物誌」以設定角色；設計「角色猜謎」活動以學習「同理」與換位思考；掌握「快速原型製作」精神，以多元方式製作「分鏡圖」，並以圖文或實物輔助討論。有關「逐格動畫」施行原則與策略則有：需依創作目的選擇動畫形式，提供多元選擇能提升參與熱忱並發展多元智能，掌握「以人為本」原則、尊重兒童觀點，藉由完整創作歷程提升鑑賞力，學童負責小組聚斂並多方實驗，教師善用角色優勢跨班聚斂並潤飾統整，「實物動畫」可快速入手並學習遷移，影音教材需系統分類以利討論應用，需平衡資訊輸入與作品產出時間，旁白試錄初剪有助畫格計算，教師即時剪輯有助學生具體省思成果，視覺暫留體驗宜結合實物操作，充實攝錄影設備並升級資訊設備。

關鍵字

平板電腦；行動研究；設計思考；逐格動畫；視覺藝術教育

並列摘要

The "Design thinking" method has been practiced in the corporation for many years. It had also been adopted in Taiwan in the 108-year curriculum and became an emerging field in recent years and there is currently little related research. In order to supplement the existing research gap in Taiwan, this study extracts the spiritual elements of the design thinking method and echoes the global trend of digital technology using "design thinking" as an auxiliary strategy, "stop-motion animation" as a creative carrier, and "iPad" as a creative tool. It is implemented in the normal "Visual Art" course, and achieved the collective creation of diverse graduation animations which is cross-class and cross-field. The topics discussed in the literature referenced in this research includes the analysis of the educational application of design thinking and stop-motion animation, as well as the discussion on the spirit of the 12-year state education syllabus in the field of visual arts. The research adopted the "action research" method, which is highly related to the core spirit of design thinking, and conducted action research with 29 sixth-grade students in a public elementary school in Taipei City. The research tools use quantitative and qualitative methods, including pre- and post-tests, discussion boards, prototyping, work performance, and feedback from class observations. Multiple tools and triangulation methods were used to improve reliability and validity, and evaluate the effectiveness of teachers' teaching and students' learning separately. The program design and evaluation tools are evaluated and confirmed by experts before the teaching is implemented, and are revised during the teaching, and the data is analyzed after the class. After one semester of research time, a total of more than 20 minutes of animation materials were produced. Quantitative analysis results show an average of about 6 ratings on the Likert 7-point scale, and the t-test shows that many items have achieved significant improvement. The teachers' observation of lessons and students' feedback are also good. It is generally believed that the "design thinking" method is helpful for creating ideas and improving output efficiency, and achieving course goals in terms of appreciation and cognition, emotional expression, skill creation, and animation work output efficiency. The research summarizes the conclusions and recommendations for reference in subsequent researches. In the aspect of implementation principles, strategies and effects of "design thinking", it is including: master the commonality and use it flexibly, select the method according to the core purpose and object conditions, establish specific strategies rather than just general frameworks, design thinking skills need more practice and internalization, the ability and skills of the promoters affect the smooth implementation, attention should be paid to the construction of basic knowledge and ability, choose the familiar "5W1H" method for online courses, based on the "brainstorming" of the combination of pictures and texts, deconstruction is then applied to the "mind map" to develop the plot, and used in " Persona" to set characters, design the "role guessing" activity to learn empathy and think differently, master the spirit of "rapid prototyping" to help record discussions and create "storyboards" in multiple ways. In the aspect of the implementation principles, strategies and effects of "stop motion animation", it is including: the animation form needs to be selected according to the purpose of creation, providing multiple choices can increase enthusiasm for participation and develop multiple intelligences, master the "people-oriented" principle and respect the views of children, improve appreciation through the complete creative process, school children are responsible for small group integrations and try out a variety of visual experiments, teachers make good use of the advantages of roles to integrate across the class and make retouching, "object animation" can quickly learn and learn to transfer, audio-visual teaching materials need to be classified systematically, it is necessary to balance the time for learning input and output of works, recording and editing the narration first can help calculate the number of frames, the teacher edits immediately, which helps students reflect on the performance of the work in detail, the experience of the phenomenon of "visual persistence" is suitable for operation with physical teaching aids, it is necessary to enrich the video recording equipment and upgrade the computer information equipment.