TRIZ設計教學對高中學生產品創新影響

Abstract

TRIZ設計教學對高中學生產品創新影響之研究 研 究 生：林 建 志 指導教授：張 玉 山 中文摘要 本研究旨在探討TRIZ設計方法在高中學生，構想創意、產品創意及產品創新表現的影響。本研究旨在探討TRIZ設計方法之相關理論，依此設計教學活動並實施教學實驗，以準實驗研究法探討不同的教學模式對高中生構想創意、產品創意及產品創新表現的效果，作為日後生活科技教學與未來研究之參考。 本研究的研究對象為台北縣某高級中學80位一年級學生，透過教學活動，以學習單的方式紀錄學生之構想歷程，並分析學生在構想創意及產品創意之表現。回收後的資料，以描述性統計及獨立樣本t檢定分析探討其間的顯著性。主要研究結果包括： 1.TRIZ設計教學對整體構想創意不會產生影響，但是在「構想可行」，會有正面的效果。 2.TRIZ設計教學對產品創意的「製作」及「造型」不會產生影響，但是在產品創意的「傳動」及「性能」，會有正面的效果。 3.TRIZ設計教學對高中學生「產品創新表現」不會產生影響。 最後，本研究根據研究發現，提出建議事項，供相關單位人員在教學應用及學術研究之參考。

關鍵字：構想創意、產品創意、產品創新、TRIZ。

A Study of effects of TRIZ activities on students’ product innovation Author: Jian-Jhih, Lin Advisor: Yu-Shan, Chang Abstract TRIZ was a Russian acronym for "Theory of Inventive Problem Solving." This research examined the effects of a TRIZ based product innovation activity designed to improve the product innovation performance of students in design creativity and product creativity. A product innovation learning activity based on TRIZ concepts was developed for this study. A quasi-experimental design was adapted to teaching experiment in a senior high school in Taipei county. There were 80 senior high school students participated in this study. Participants in the study were asked to fill out worksheets and create a solar model car. By evaluating both of the worksheets and the products, the subsequent independent sample T test revealed that ： 1. There were no statistically significant differences on participant student’s design creativity, there were statistically significant differences found in design practicability. 2. There were no statistically significant differences on participant student’s product creativity, there were statistically significant differences found in transmission design and function design. 3. There were no statistically significant differences on participant student’s product innovation. Finally, some suggestions were proposed for teachers, relative educational institutions, and further study.

Keywords：Design creativity, Product creativity, Product innovation, TRIZ.