高職商標設計課程之創意教學研究

The Research of Creative Teaching Methods for the Trademark Design Program in the Vocational High School

李崇城(Chong-Chang Li)

指導教授 ： 曹永慶

大同大學/設計學院/工業設計學系所/碩士(2004年)

摘要

摘要

本研究透過高職之商標設計教學實驗，探討高職生在商標設計課程中導入創造思考教學法後之學習成效。研究共分為三部分：第一部分為調查教師與學生在教學上之問題點，以了解商標設計教學之現況，並擬定改進之創意教學模式。第二部分是將受測之兩班學生分為創造思考教學法之實驗組與一般傳統教學法之對照組，實施教學實驗。在實驗前先施以「圖形創造力同質性檢測」以確認兩組學生之基礎能力，並於教學實驗後施以「圖形創造力檢測」比較分析兩組之教學成效。第三部分再以商標實務設計之方式，進行「商標設計能力檢測」，比較分析兩組之教學成效。具體研究成果歸納如下。
第一部分：商標設計教學中之問題點
（1）教師之問題點可分為「教師自認之教學問題」及「教師認為學生之問題」兩類。教師多自認依目前之教法，並無法要求學生配合實施以獲致預期之學習成效，同時也苦於教學上缺乏可供參考之實務資訊。另一方面，教師普遍認為學生在「學習的理解」方面最不理想。
（2）學生之問題點可分為「求助於教師」及「本身專業之認知」兩類。學生最希望從教師處得知將構想草圖精緻化之類的設計商標技法，其次是將造形觀念引導成商標之造形應用，及提供更多設計實務資訊之授課模式。至於學生在本身專業之認知問題方面，感到最困擾的是商標設計概念之建立，也希望瞭解設計商標時有效進行思考之方法，並會有因無法表現構想而產生如挫折感般之學習心態。
第二部分：創造思考教學法下圖形創造力之成效
採用創造思考教學法的學生在「流暢力、變通力、獨創力、精進力」四種能力的表現均優於一般傳統教學法的學生。
第三部分：創造思考教學法下商標設計能力之成效
（1）創造思考教學法下的學生在總體商標設計能力表現，優於一般傳統教學法的學生。
（2）創造思考教學法下的學生在「商標造形整合、商標修正、商標篩選、商標完稿、商標配色」等能力表現，皆優於一般傳統教學法的學生，在「資料分析能力」方面，兩組則無顯著差異。
（3）創造思考教學法下的大部分學生，對教學法感到滿意，且覺得依教學中之方法能較有效進行商標設計。

關鍵詞：創造力、創造思考教學法、圖形創造力、商標設計能力

關鍵字

創造力、創造思考教學法、圖形創造力、商標設計能力

並列摘要

Abstract

The purpose of this study is to verify the learning performance in the class of trademark design program after introducing the creative teaching methods in vocational high school. This research can be divided into three parts. The first part of this research was to investigate the teaching and learning difficulties for teachers and students in order to understand the present teaching status of trademark design program and to design the creativity teaching methods. The second part of this research was to divide students into two groups to perform experiments. One group was taught with creativity teaching methods. Another group was taught with traditional teaching method as a comparison. Before the experiment started, “Graphics Creativity Test for Homogeneity” had been performed to understand the students’ basic capability. Also after the teaching experiment had finished, the “Graphics Creativity Test” was performed again to analyze the teaching result. The last part of this study was to ask students design trademarks and perform the “Trademark Deign Capability Test” to compare the teaching result. The results are as followed.
First part: the difficulties in the class of Trademark Design Program
（1）From the teacher’s point of view, the difficulties can be treated as ‘the difficulties to teach’ and ‘the difficulties happen to the students’. Most teachers think that individual student cannot adopt the existed teaching method and the actual result is not as good as expected. Moreover, teachers think that students have problems in the respect of comprehensibility.
（2）‘The difficulties happen to the students’ can be divided into two parts, i.e., the acknowledgment of his own professional capability and the need of help from teachers. Students expect to know the techniques about how to refine the trademark sketch into a real artwork. Moreover, students want to know how to transfer their ideas into the application of trademark. Students expect more practical design programs can be provided. As for the professional capability, according to the interviews with students, the most difficult part is the development of trademark design concept. During the design process, students also want to learn an efficient way to design the trademark and sometimes, students feel frustrated when they encounter some problems to realize their ideas.
Second Part: the improvement of graphics creativity after implementing the creative teaching method.
The students under creating teaching methods show better performance in the field of fluency, flexibility, originality and elaboration.
Third Part: the improvement of trademark design ability after implementing the creative teaching method.
（1）Students under the creative teaching methods show better performance in the result of trademark design comparing with the students under traditional teaching method.
（2）Students under the creative teaching methods have better performance in the aspects of integration of trademark appearance, trademark modification, trademark selection, trademark finish and trademark coloring comparing with students under traditional teaching method. The result also shows that there is no difference of information analysis for both groups.
（3）Students under the creative teaching methods are satisfied with the teaching content and think the trademark can be designed in an efficient way if they follow the method taught in the program.

Keywords
Creativity
Creative Teaching Methods
Graphics Creativity
Trademark Design

並列關鍵字

Creativity ； Creativity Teaching Methods ； Graphics Creativity ； Trademark Design

參考文獻

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