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|Other Titles:||Problem Discovery and Analysis in the Teaching of Design Using PBL the Example of Interior Design|
Department of Industrial Education, NTNU
|Abstract:||多方研究證實，問題導向學習（簡稱PBL）教學相較於傳統的教學方式，運用PBL能有效提昇學生的學習成就與問題解決能力，故此種學習方式，對於像室內設 計這類的應用設計科學而言，應具有相當的採用價值。室內設計包含多元及跨領域的問題，室內設計在開始計劃之初，往往為非結構性且模糊的問題，因此，在教學 過程中運用PBL培養學生瞭解問題、分析與解決問題及歸納能力至為重要。 本研究採用準實驗設計研究法進行，以探討問題導向學習教學法應用於大專室內設計課程之教學成效。課程實施，先以“幕”（情境教學）的方式導出問題及設計條 件，引導學生發現問題，由學生自行擇問題，主動學習、知識分享，針對室內設計教學過程中，學生對專業知識自我學習及相互學的態度加以評量分析。在本次課程 實驗中，學生們普遍認為室內設計園，用PBL教學可獲得很好的學習成效。學生們從真實生活中的實際問題嘗式尋找出問題並尋求答案，自動自發的學習，增強正 面的學習態度。|
Compared with the traditionally teaching methods, the application of problem-based learning (PBL) can efficiently enhance student’s sense of accomplishment and problem-solving capability in learning from the verification of various researches on this aspect. Therefore, as far as applications-design science such as interior design is concerned, problem-based learning should be highly applicable by implementing it into interior design. Interior design includes dynamic and field-crossing problems to tackle. Upon the initial planning of interior design, there are always non-structural and blurry problems to deal with. Therefore, it is extremely important if the teacher can utilize problem-based learning (PBL) to help students develop the ability to understand, analyze, solve and categorize various problems while conducting teaching. This research applies precisely experimental-design research method to investigate into the application effect of problem-based-learning teaching methods on college “Interior-Design” courses. The course begins with the method of “scenario” to induce problem-based circumstances and possible-designing conditions so as to help students find out the problems. In this way students can select the problems by themselves, learn actively and share knowledge interactively. The research also intends to evaluate the students’ attitude toward professional-knowledge acquisition and interactive learning in the course of interior-design teaching process. In this teaching experiment, students generally agree on the result that the application of Problem-based-learning in Interior-Design course can achieve excellently learning effect. Students are trained to find out various problems, solve problems, actively acquire new knowledge and learn to maintain a positive learning attitude under real-life circumstances.
|Appears in Collections:||技術及職業教育學報|
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