合作學習應用於設計產學專案中之實施成效－以「湧興生物科技產品 外包裝設計案」為例
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Date
2008-05-??
Authors
陳俞均
Journal Title
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Publisher
國立台灣師範大學工業教育學系
Department of Industrial Education, NTNU
Department of Industrial Education, NTNU
Abstract
本研究旨在探討合作學習應用於設計產學專案中之執行成效。全文以研究教學性質將專案導入課程教學中，藉以促使學生從實作中培養多種學習能力。整個教學是以嶺東科技大學視覺傳達設計系二年級53位（含1位選修生）學生為研究對象，執行時間共計七週，每週兩節課。主要活動包括：全班授課、異質分組、搜集相關資料、繪製設計圖稿、編寫企劃案、進行提報演練、檢討提報缺失、修改設計圖稿、與業主做正式提報、進行評量、表揚和檢討，經由這些活動來瞭解學生的學習表現及反應情形。所得結果顯示：合作學習應用於設計產學專案中的實際施教成果良好，多數學生的學習表現是愈趨進步，涵蓋：學習態度、設計圖稿、撰寫企劃與提報表達方面。而在施教後學生的反應情形也看出多數學生肯定合作學習應用於設計產學專案中的執教成效，平均超過七成五的學生認為合作學習有助於他們多樣能力的提昇，包含：搜集資料、構思作品、撰寫企劃與提報表達能力，同時亦能促進他們同儕間的溝通技巧與分工合作默契。由此可見，合作學習在設計產學專案中實施是有其適用性。
This study aims to investigate the effects of implementation in terms of the application of cooperative learning in industry-academy projects of design. A project was introduced in one of the researcher’s courses for the purpose of research and teaching, i.e., in order to help the students develop several learning abilities from practice. The subjects were 53 students (including one elective student) in the second grade of the Department of Visual Communication Design of Ling Tung University. The subjects received two-hour instruction each week and the project lasted for seven weeks. The major classroom activities were whole-class instruction, heterogeneous grouping, searching for relevant data, creating design drawings, writing a business plan, rehearsing the presentation and correcting the possible flaws, revising the design drawings, making the official presentation to the client, overall assessment, recognition and appreciation, and reflections. Through these activities, the learning performances and feedbacks of the students were understood. The findings show positive effects of implementation in terms of the application of cooperative learning in industry-academy projects of design. Most of the students made progress in their learning performances, including learning attitude, the creation of design drawings, the writing of business plans, and the skills of presentation. Also, it can be inferred from their feedbacks that most of the students held a favorable view of the effects of implementation in terms of the application of cooperative learning in industry-academy projects of design. More than 75% of the students thought that cooperative learning helped them improve several abilities, including the abilities for searching for the relevant data, for conceiving their works, for writing business plans and making presentations, and for peer communication and collaboration. Therefore, it can be concluded that cooperative learning does have a role to play in the i
This study aims to investigate the effects of implementation in terms of the application of cooperative learning in industry-academy projects of design. A project was introduced in one of the researcher’s courses for the purpose of research and teaching, i.e., in order to help the students develop several learning abilities from practice. The subjects were 53 students (including one elective student) in the second grade of the Department of Visual Communication Design of Ling Tung University. The subjects received two-hour instruction each week and the project lasted for seven weeks. The major classroom activities were whole-class instruction, heterogeneous grouping, searching for relevant data, creating design drawings, writing a business plan, rehearsing the presentation and correcting the possible flaws, revising the design drawings, making the official presentation to the client, overall assessment, recognition and appreciation, and reflections. Through these activities, the learning performances and feedbacks of the students were understood. The findings show positive effects of implementation in terms of the application of cooperative learning in industry-academy projects of design. Most of the students made progress in their learning performances, including learning attitude, the creation of design drawings, the writing of business plans, and the skills of presentation. Also, it can be inferred from their feedbacks that most of the students held a favorable view of the effects of implementation in terms of the application of cooperative learning in industry-academy projects of design. More than 75% of the students thought that cooperative learning helped them improve several abilities, including the abilities for searching for the relevant data, for conceiving their works, for writing business plans and making presentations, and for peer communication and collaboration. Therefore, it can be concluded that cooperative learning does have a role to play in the i