Current Study
以現成物設計手法進行產品設計表現能力之教學實踐研究
本教學實踐計畫以「觀察學習與模仿」之模式作為基礎，結合「鷹架模式」規劃教學架構，涉入「現成物設計」為範例，建構一設計教學方法，期望能提升學生於產品設計造形表現、特徵萃取、轉化應用以及最終成品完整度之認知與能力。計畫以三個階段進行，1)著重於質性之研究調查，彙整出本研究設計教學模式與教學規劃。研究方法包括文獻探討法、德菲法、專家訪談法以及KJ法等進行統整。2)為進行實際的設計教學演練並收集相關的資料與數據。本計畫將設立一課程並採取學生自主選修（著重學習動機與目的），並於課程中實行參與式觀察以此收集學生的訓練反應與表現，並做為後續研究分析之依據。3)為確認本計畫擬定之設計教學訓練模式之成效，研究以兩大面向進行驗證，1) 內部績效探討：收集學生的學習歷程總結以及搭配修課後的學習經驗訪談進行分析比較；2) 外部績效探討：著重於透過專家評比課程成果輔以後續的學習成效量表(前與後)進行統計比對。本計畫期望由相關文獻資料的整理，依照學習模式、訓練手法搭配適當的設計參照與案例解析（現成物的設計手法），規劃出可提升學生的學習成效、強化學生對於設計的認知、增進學生於設計表現能力與素養上的教學訓練模式。
關鍵字：設計教學、設計訓練模式、觀察學習與模仿、鷹架理論、現成物設計
The design teaching and practicing mode for design novices using ready-made design as an example
This study involves two education and teaching methods, observational learning and modeling and scaffolding theory, to construct a design teaching framework, and then uses ready-made design method as training content, finally setting a design teaching and practicing mode for design novices. It is expected to enhance students' cognition and ability in product design, shape performance, feature extraction, transformation and application, and the integrity of the final product.
This research included three stages: 1) in stage one, the study focused on using literature review, Delphi method, expert interview and KJ method to collect and integrate data. Through this way, the research could construct a design teaching and practicing mode. 2) in stage two, the research would hold an elective course as an experimental field for design novices. During the course researcher as a guider conduct design training and field study at the same. Through this participant observation, the researcher could obtain students learning data, which includes students' behavior, reaction, and so on. 3) in stage three, after finishing class, all students would have had their own design works and then, the study could conduct a comprehensive analysis. In this study, the data analysis would be divided into two parts. The first part includes students' self-report and retrospective interviews, those ways could help study to know how students feel and change in their personal perspectives. The second part includes students' design works assessment by design experts and a learning outcome scale for final comparative analysis of the learning performance. Finally, the study results hope the design teaching and practicing mode could improve design novices' ability, their understand of design knowledge and their confidence of design performance.
KEY WODR: Design education, Design teaching and practicing mode, Observational learning and modeling, Scaffolding theory, ready-made design