視覺識別設計教學研究

設計教育和其人才培育是國家產業提升的重要關鍵，而視覺識別設計是設計中重要的一環。本研究希望藉由精緻教學理論及行動研究方式瞭解、改善與提昇視覺識別設計教學成效，以提供相關工作者進行教學之參考。本研究以文獻探討、行動研究（包含觀察、訪談、文件分析、問卷等方式）來蒐集研究資料。研究結果顯示視覺識別設計教學可參考精緻教學理論，並利用討論與圖片，學生較易找到概念定位及轉換為標誌；融入設計界實作經驗，有助於學生瞭解實務及加速成長：加入設計理論課程，可助於作品品質美感與創意提昇；善用問答、比較及教導閱讀、蒐集資料與鑑賞作品等技巧，可幫助學生的觀察與思考；學生程度差異性大，優者可鼓勵深究，弱者多關懷，及使用分組、組長、小老師等方法，可提昇教學效果。

關鍵字

視覺識別設計；企業識別設計；視覺傳達設計；設計教育；行動研究

並列摘要

Design education and the cultivation of design talent have an important role to play in the upgrading of a nation's industries. Visual identity design is a particularly important area within the wider field of design. Relatively little research has been done on the question of how to provide instruction that will help students to maintain a reasonable standard of quality in their visual identity design work. The present study uses the elaboration theory of Instruction and action research in an effort to understand, improve and enhance the results achieved in visual identity design education, with the aim of providing a useful reference for those working in this field. In the present study, a review of the literature, together with action research (including observation, interviews, documentary analysis, a questionnaire survey, etc.), was used for data collection. The results obtained showed that, if visual identity design education progresses in a structured manner from the elaboration theory of Instruction, making use of discussion and graphic materials, this makes it easier for students to achieve conceptual positioning and convert this into design logos. Incorporating practical experience from the world of design also helps students to understand how design works in practice, and speeds up their growth as designers, while courses on visual identity design theory help to enhance both the aesthetic quality and the innovativeness of students' work. Making effective use of teaching techniques such as question-and-answer, comparative and guided reading, data collection and design appreciation can also help students to learn how to observe and think about visual identity design. Another significant finding from the study is the wide disparities in ability levels among students of visual identity design. The higher-performing students can be encouraged to undertake more in-depth research. At the same time, more effort needs to be made to help weaker students; the division of students into study teams and the appointment of ”teacher's assistants” from among the students, can help to improve teaching outcomes.