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系統識別號 U0026-2208201601411600
論文名稱(中文) 造型設計課程講義與實際演練之教學反應調查
論文名稱(英文) The appraisal of lecture and practical exercise in Form Design course
校院名稱 成功大學
系所名稱(中) 工業設計學系
系所名稱(英) Department of Industrial Design
學年度 104
學期 2
出版年 105
研究生(中文) 韓學和
研究生(英文) Hsueh-Ho Han
電子信箱 z871598@gmail.com
學號 p36034048
學位類別 碩士
語文別 英文
論文頁數 97頁
口試委員 指導教授-周君瑞
口試委員-陸定邦
口試委員-陳連福
中文關鍵字 玩中學  從做中學  體驗式學習  造型設計教育  新式課程 
英文關鍵字 learning by playing  learning by doing  experiential learning  Form Design education  new curriculum 
學科別分類
中文摘要 設計的答案有無限種可能,故其教學方式應為更多元、更有變化的,本研究想針對「造形設計」課程的每週授課主題與內容,提出可以讓學生實際演練的新式授課內容與教材,並且調查講義課與實際演練的教學反應。筆者將實際參與課程,將課程中的優缺點轉化為活動、競賽、道具與教材等實際演練部分,並應用於「造形設計」課程中,最後分析師生於講義課程與實際演練的反應與回饋,並透過問卷與訪談來得知實際演練之教學成效。本研究希望透過新式教材,使學生對課程更有興趣並主動學習,也使教師上課更輕鬆、更有效率,最後完成是否實際演練適合應用於造型設計課的調查。
本研究根據分析結果,發現特定形式的教材對學生有特別的吸引力,並提出幾項講義課與實際演練之間的搭配,什麼類型的主題適合搭配競賽活動、甚麼類型的適合實際教材,提供相關教學者,在設計課堂的實際演練時,能針對需要的課程主題,使用適合的實際演練。
英文摘要 There is infinite possibility of answers of design, so the teaching methods should be more diverse, more variation. This study focus on weekly themes and contents of the "Form Design” course, and that can let students practice the new teaching contents and teaching materials, surveying responses between teaching lecture courses and practical exercise. We will participate in the course, and let the advantages and disadvantages of the course be transferred to activities, competitions, props and practical exercise. Then we will apply to the "Form Design" course, finally analysis the response and feedback of teachers and students, and through questionnaires and interviews to know the effectiveness of practical exercise. This research hopes through new teaching materials, make students have more interest and active learning, and teachers also make easier and more efficient. Ultimately, we will finish the survey of whether the practical exercise fit the design course.
According to the results of the analysis in this study, we find that some textbooks of particular forms for students have special attraction, and put forward several collocation between lecture and practical exercises. What type of theme match contest, what type suitable for the practical exercise, providing relevant teaching who, in the classroom design of practical exercise, can according to the need of subject, the use of suitable for the actual exercise.
論文目次 摘要 ---- ii
SUMMARY ---- iii
ACKNOWLEDGEMENTS ---- iv
TABLE OF CONTENTS ---- v
LIST OF TABLES ---- ix
LIST OF FIGURES ---- x
CHAPTER 1 INTRODUCTION ---- 1
1.1 General Background Information ---- 1
1.1.1 Today's Teaching Methods Still Follow Traditional Practices ---- 1
1.1.2 The Answer of Design Have Unlimited Possibilities ---- 2
1.1.3 Students easily be disturbed by Foreign Objects in the Classroom ---- 2
1.2 General Motivation Information ---- 3
1.2.1 The Passive Learning Leads to Low Efficiency of Learning ---- 3
1.2.2 Increase Good Teacher-Student Interaction through Activities and Fun ---- 4
1.3 Research Purpose ---- 4
1.3.1 Proposed Content and Teaching Practical Exercises ---- 4
1.3.2 Comparison of the Effectiveness of Teaching and Learning ---- 5
1.4 Limitations of the Study ---- 5
1.4.1 The Teachers and Students as Subjects in Form Design Course ---- 5
1.4.2 Reservation Form and Content of Lecture Courses ---- 5
1.4.3 Learning Through Practical Exercises ---- 6
1.4.4 Evaluation Methods for Learning ---- 6
1.5 Value of Research ---- 7
1.5.1 Make Students to Learn by Initiative ---- 7
1.5.2 Make Teachers Teaching more effectively ---- 7
1.5.3 Create Template of "Form Design" Course ---- 8
CHAPTER 2 CITATION AND REFERENCE ---- 9
2.1 The Content of "Form Design" Course ---- 9
2.1.1 Drawing ---- 10
2.1.2 Physical Materials ---- 10
2.1.3 The Knowledge Understanding ---- 10
2.2 The Problem of Current Teachings ---- 11
2.2.1 The Status of non-Design Courses ---- 11
2.2.2 The Status of Design Course ---- 11
2.2.3 Difficulties and Weaknesses, Challenges ---- 12
2.2.4 The Effect of Teaching ---- 12
2.3 Teaching Mode of Form Design ---- 13
2.3.1 Traditional Design Course ---- 13
2.3.2 The Weaknesses of Course ---- 14
2.3.3 Advantages of Practical Exercise ---- 14
2.3.4 The New Teaching Method of Form Design ---- 15
2.4 New Teaching Methods ---- 17
2.4.1 The Defects of Digital Teaching ---- 17
2.4.2 Attractive Courses ---- 18
2.4.3 Learning by Doing ---- 19
2.4.4 Experiential Learning ---- 20
2.4.5 Learning through Playing ---- 21
2.4.6 Trends for the Future Teaching ---- 23
2.5 Research Methods ---- 23
2.5.1 Observation, Questionnaires and Interviews ---- 23
2.5.2 Research of Group Learning ---- 25
2.5.3 Research of Instructional Evaluation ---- 27
CHAPTER 3 ACTIVITY AND MATERIALS FOR PRACTICAL EXERCISE ---- 29
3.1 Understanding the Courses ---- 29
3.1.1 Observation ---- 29
3.1.2 Collecting Problem ---- 30
3.2 To Create the Content of Practical Exercises ---- 31
3.2.1 Physical Teaching Materials ---- 31
3.2.2 Activity ---- 33
CHAPTER 4 TEACHING, IMPLEMENT AND MEASURING ---- 35
4.1 Setting Courses and Subjects for Experiment ---- 35
4.2 Process of Practical Exercise ---- 35
4.2.1 Teaching Lecture Content ---- 36
4.2.2 Illustrate and Demonstrate the Practical Exercise and Homework ---- 36
4.2.3 Practical Exercising ---- 37
4.2.4 Finish the Homework ---- 38
4.3 The Appraisal of Lecture and Practical Exercises ---- 38
4.3.1 Questionnaire Survey ---- 38
4.3.2 Interview ---- 39
4.3.3 Instructional Evaluation ---- 39
CHAPTER 5 RESULTS AND ANALYSIS ---- 43
5.1 Results of the Questionnaire ---- 43
5.1.1 Analysis of the Pretest and Posttest of Whole Semester ---- 43
5.1.2 Analysis the Pretest and Posttest of Each Week ---- 44
5.1.3 Comparison the Same Title of Whole Semester ---- 46
5.1.4 Comparison of Pretest and Posttest Every Week ---- 49
5.2 Discuss the Results of the Interviews ---- 52
5.2.1 The Practical Application of the Theory ---- 52
5.2.2 Learning by Doing ---- 52
5.2.3 The Sense of Participation and Interest ---- 54
5.2.4 Understanding Lecture Contents Fully ---- 55
5.2.5 The Theme of Most Profound Impression ---- 55
5.2.6 Other Opinions ---- 58
5.3 Result of Instructional Evaluation ---- 58
CHAPTER 6 CONCLUSIONS AND DISCUSSION ---- 61
6.1 Survey Results ---- 61
6.1.1 Improving the Teaching Effect ---- 61
6.1.2 Subjects without Significant Differences ---- 63
6.1.3 Combinations of Practical Exercises ---- 64
6.2 Discussion ---- 65
6.2.1 Combination of the Contents in Practical Exercises ---- 65
6.2.2 Correspondence between Lectures and Practical Exercises ---- 66
6.2.3 Effects of Physical Teaching Materials ---- 66
6.2.4 Effects of Group Discussion ---- 67
6.2.5 Limitations of the Study ---- 67
6.3 Suggestions for Follow-up Studies ---- 68
6.3.1 Types of the Course Subjects ---- 68
6.3.2 Types of Teaching Materials ---- 69
6.3.3 Combination of Subjects and Teaching Materials ---- 70
6.3.4 Outlook ---- 71
REFERENCES ---- 72
Analyze Data 1 ---- 78
A.1 Week 1. The results of seven same subject to t-test (Form Rules) ---- 78
A.2 Week 2. The results of seven same subject to t-test (User Engagement I) ---- 79
A.3 Week 3. The results of seven same subject to t-test (User Engagement II) ---- 80
A.4 Week 4. The results of seven same subject to t-test (Future Design) ---- 81
A.5 Week 5. The results of seven same subject to t-test (Product Aesthetics) ---- 82
A.6 Week 6. The results of seven same subject to t-test (Bionic Design) ---- 83
A.7 Week 7. The results of seven same subject to t-test (Form Restrictions) ---- 84
A.8 Week 8. The results of seven same subject to t-test (Kansei design) ---- 85
A.9 Week 9. The results of seven same subject to t-test (Image scale) ---- 86
Analyze Data 2 ---- 87
A.1 Week 1. The results of each subject to t-test (Form Rules) ---- 87
A.2 Week 2. The results of each subject to t-test (User Engagement I) ---- 88
A.3 Week 3. The results of each subject to t-test (User Engagement II) ---- 89
A.4 Week 4. The results of each subject to t-test (Future Design) ---- 90
A.5 Week 5. The results of each subject to t-test (Product Aesthetics) ---- 91
A.6 Week 6. The results of each subject to t-test (Bionic Design) ---- 92
A.7 Week 7. The results of each subject to t-test (Form Restrictions) ---- 93
A.8 Week 8. The results of each subject to t-test (Kansei design) ---- 94
A.9 Week 9. The results of each subject to t-test (Image scale) ---- 95
Instructional Evaluation ---- 96
C.1 This Semester ---- 96
C.2 Last Semester ---- 97
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