高職混成式創意專案學習之研究─以包裝設計為例

Integrating Blended Learning with Creative Project-Based Learning: A Case Study of Wrapping Design Course in a Vocational High School

謝華雲(Hua-Yun Hsieh)

指導教授 ： 羅希哲

國立屏東科技大學/人文暨社會科學院/技術及職業教育研究所/碩士(2011年)

https://doi.org/10.6346/NPUST.2011.00102

摘要

本研究旨將混成式創意專案學習的方式，融入高職包裝設計教學實施，以探討學生之學習成效及學習滿意度，進一步發展混成式創意專案學習之教學模式，並藉此研究提供高職包裝設計教學實施之具體建議。本研究將44名高職廣告設計學程學生分為十ㄧ組來進行伴手禮包裝設計。實施方式包括，結合數位學習平台與傳統授課之混成式學習、透過小組分工與問題情境引導之專案式學習內容、以及融入「問想做評」及「創意十二訣」策略之創意教學。研究者除了透過問卷調查蒐集量化資料分析以了解學生學習滿意度，另外也蒐集質化資料如學習歷程觀察記錄、問卷中的開放式問題、數位學習平台使用情形、小組包裝設計作品表現等來探討學生學習成效。研究結果發現，理想的混成式創意專案學習的教學模式主要可分為七個階段來實施，在此學習歷程中，教師引導的技巧、創意教學法融入與運用、小組團隊合作、線上平台學習資源的運用等，皆是影響小組作品表現與成效的關鍵因素；此外，透過此學習法能改善傳統學習的不足，讓課程能更加多元活潑，而小組藉由團隊互動共事完成專案，無形當中也提升了學生們自主學習、解決問題及溝通協調的能力。

關鍵字

混成式學習 ； 專案式學習 ； 創意教學 ； 包裝設計

並列摘要

This study tries to investigate vocational high school students’ learning effects and learning satisfaction of the wrapping design course applied with blended-learning in a specific creative case and further to develop a teaching pattern of blended-learning in a specific creative case. And the researcher hopes that this study could contribute some concrete suggestions to wrapping design courses in vocational high schools. 44 students who take advertising designing courses are divided into 11 teams to do gifts packaging designing, and students’ learning process includes a combination of digital learning platform and traditional instructing, the learning content of group work division and problem situation guidance, and the creative teaching applied with two strategies---“Inquiring, thinking, doing, and evaluating” and “The twelve creative tips.” The researcher not only collects the quantitative data and analyze it to learn the students’ learning satisfaction, but also collects qualitative data such as students’ learning observation records, open-ended questionnaire, how students use the digital platform, and the designing works of each team to investigate students’ learning effects. The results shows that a ideal teaching pattern of blended-learning in a specific creative case could be carried out with 7 periods. Among these periods, some key factors like the teachers’ guiding techniques, the combination and practice of creative teaching methods, team works, and students’ using the online learning resources could influence each team’s work performances and effects. In addition, shortcoming of traditional learning could be amended by means of this learning method, which makes courses more diverse and vivid. Teams of students learn on their own and gradually enhance their abilities of problem solving and communicating with others through the experience of co-working with others.

並列關鍵字

blended learning ； project-based learning ； creative teaching ； wrapping design

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