不同入學管道室內設計系學生之學習成效探討

Research on the Learning Achievements of Interior Design Research on the Learning Achievements of Interior Design

李欣婷(Hsin-Ting Lee)

指導教授 ： 陳歷渝

中原大學/設計學院/室內設計研究所/碩士(2012年)

https://doi.org/10.6840/cycu201201029

摘要

大學多元入學管道分為「甄選入學」及「考試入學」，其中「甄選入學」又分為「學校推薦」與「個人申請」兩種，目前係各大學普遍採取的多元招生方式。為探討不同管道入學學生在專業必修課程的學習表現，本研究以中原大學室內設計學系94至97學級（2005～2008）入學學生為對象，選取其「理論課程」、「設計課程」、「技術課程」學期成績，經由整體趨勢、分數級距、離散程度等方法分析，甄選入學學生是否優於一般考試入學學生，另藉由學習成效問卷調查，瞭解甄選入學學生在入學前、後的學習表現，檢驗是否與成績統計分析結果相符。研究發現：經由整體趨勢、級距差異、離散程度（集中趨勢）之研究方法，可排除學生人數與授課教師評分標準不同等因素，且可瞭解學生經過四年的學習，學習成效是否有明顯的落差；學習成效分析「理論課程」部份，甄選入學與考試入學學生兩者表現無明顯差異；「技術課程」部份，甄選入學學生表現較佳；「設計課程」部份，甄選入學學生表現較為良好，其中，學校推薦學生表現最為優異；「設計課程」中之「室內設計」科目，甄選入學學生比考試入學學生明顯優異，顯示甄選入學學生整合能力優於考試入學學生，但考試入學學生經過四年的學習，學習成效有逐漸改善趨勢；甄選入學考試以「設計」、「素描」等考科篩選入學，但研究發現「素描」科目學期成績，甄選入學與考試入學學生並無明顯差異，推測係因「素描」科目在大學的學習，非以靜物寫生而係空間素描，具有素描基礎的甄選入學學生，在大學的學習表現因而無明顯優勢。學習成效問卷分析發現：個人申請學生在「室內設計職業認同」、「大學期間學習方式」、「課程之間的關聯性」等題項，同意程度較高，而背景變項中，「入學管道」皆未達顯著，僅「性別」有相關顯著。

關鍵字

設計教育 ； 招生考試 ； 學習成效 ； 多元入學 ； 室內設計

並列摘要

The source for admission system in college can be divided into “selection admission” and “examination admission”, while for the “selection admission” is further categorized into the “school recommendation” and “personal application”, and due to these different sources of entry it had become the general methods for college admission. This study will conduct on how performance of students in the required courses vary from different admission source, and the target of study is based on students from 2005 to 2008 admission in Chung Yuan Christian University Interior Design major. The term result data in [theoretical courses], [design courses], and [technical courses] will be analyzed through Overall Trend, Differences and Dispersion Degree methods to comprehend whether selection admission is better than examination admission students. Alongside questionnaire survey will be conducted on selection admission students to examine results statistical analysis was consistent in before and after academic performance.
The study reviled: through Overall Trend, Differences and Dispersion Degree methods it can exclude factors in the number of students and instructor score, and acknowledge the four years learning performance in students to recognize whether there is a significant gap in learning efficiency. The analysis in [theoretical courses] reviled no significant difference in selection and examination students; [design courses] and [technical courses] reviled a better performance in selection admission students, alongside the school recommend students reviled the most excellent performance. Under [Design Courses] the Interior Design course reviled selection is better than examination admission students, and this shows selection have better ability to integrate than the examination admission students, but through the four years course, the learning performance and learning efficiency have a gradual improved trend. The qualification for selection admission students is based on [Design] and [Sketch], but the study reviled the result in [Sketch] have no significant different in selection and examination admission students. This speculate [sketch] course is based on non-still life sketching of space, although selection admission students have basic sketch ability but this have no significant advantage. Questionnaire survey analysis showed: personal application have a high degree of acknowledgement in [interior design professional qualify], [college learning methods], and [the relation between courses]. The background variables reviled no significant in [admission source] but a significant relation is in [gender].

並列關鍵字

Learning Achievements ； Multiple Admission Sources ； Interior Design ； Design Education ； Entrance Examination

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