模組化教學應用於都市設計課程之教學實踐研究

在跨領域學習成為教育發展的趨勢下，如何在專業訓練中奠定跨領域學習的認知基礎，則至關重要。特別是都市空間與活動的關係千絲萬縷，都市學的知識與技術亦與時俱進；在都市計畫規劃專業範疇中，與實質環境高度相關的都市設計即成為相關領域知識整合的關鍵。爰此，本研究在都市計劃學系必修課程「都市設計」中，擺脫過往以講授為主的教學方法，以認知建構論為框架，將課程重構為「理論、分析、操作」等三個講授與實作整合的主題式課程模組，並且分別設定教學目標。課程進行時，依各模組教學成果滾動調整教學內容。課程結束後，以量化、質化並行的方式評估教學成效：除了以成績檢視學生對專業知識的吸收外，另以視域分析（Isovist）學生都市設計操作的成果。此外，比對問卷、訪談回饋，掌握學生專業學習歷程及跨領域學習動機。研究發現，模組化教學確實能在時間及資源有限的教學情境下，有效提高學生學習成效。同時，因學生在講授後立即實作，使其有更多機會在與教師檢討、討論的過程中獲得成就感，從而建立延伸學習的信心，並誘發探索其他學科的動能，進而養成跨領域學習的自主性，開創都市設計教育與都市學知識系統連結的新學習模式。

關鍵字

規劃教育；都市設計；認知建構論；模組化教學

並列摘要

As interdisciplinary learning is the trend in education, it is essential to start with professional training. Urban design, a course highly considered to the physical environment set-up, seems to be the key to integrating related expertise into urban planning. This research combines lecture and studio into a thematic curriculum module in the "Urban Design" course, establishing a new teaching mode based on Cognitive constructivism. The course confirms three thematic modules: theory, analysis, and practice. Each sets the teaching objectives individually so that the next module can make adjustments based on the teaching results of the previous module. At the end of the course, this study evaluated the teaching effectiveness and the students' absorption of professional knowledge by the scores and the Isovist-simulated student projects. Questionnaire surveys and in-depth interviews are also applied to understand the learning journey and interdisciplinary learning motivation. The results show that modularization can effectively improve students' learning outcomes even with limited time and teaching resources. With this new teaching model, students gain confidence rapidly during the reviews and discussions with the teacher while being inspired to explore other subjects actively, catalyzing the initiative in interdisciplinary learning.

並列關鍵字

Planning education ； Urban design ； Cognitive constructivism ； Modularization

參考文獻

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