高職室內設計專業科目教學滿意度研究

Abstract

我國多所高級職業學校相繼設立及轉型為室內設計科及室內空間設計科，至98學年度止，已有二十多所中等學校設置培育室內設計人才之科別與學程，以培養室內設計專業人員；讓學生在求學過程中增加學識涵養、培養專業技能、提高就業及升學競爭力，是專業科目教師努力的目標；探討學生對室內設計專業科目教學的滿意程度情形，有助於了解室內設計學生在專業科目學習之需求及滿足程度，以提供教師教學及後續研究之參考。 本研究以高職室內(空間)設計科之學生為問卷調查對象，探討學生個人屬性、教學滿意度、整體滿意度的差異情形以及相關程度。經電腦統計軟體對380份有效問卷統計分析結果發現： (一)師資專業的5個因素當中，受測者最滿意的因素是「教師素養」。 (二)學後知覺的3個因素當中，受試者最滿意的因素是「情意」。 (三)師資專業、學後知覺各因素與整體滿意度之間，呈顯著正相關。 (四)學生對室內設計專業科目教學的整體滿意度預測變項為：「教學態度」、「教師素養」、「教學評量」、「認知」、「情意」、「技能」，這8 個變項聯合可預測整體滿意度67.8﹪的變異量；其中，屬於學後知覺的「認知」因素，可預測的變異量佔總量的46.6﹪。

In present days, great proportion of vocational senior high school in Taiwan has been either under transitional period or started to establish Interior Design and Interior& Space Design department. By the end, of year 2009, over 20 high schools have been offering courses and trainings to foster students who have great interest and passions to be specializing in interior design; High-level standard training courses have been offered to allow students to develop upon professions to meet challenges in fast-changing market, and build on further of current visions; Raise up student level of competitiveness has been the ultimate goal of all course teachers. The aim ofthis research was to carry out in-depth analysis of student’s level of satisfaction towards course teaching of interior design training courses, therefore, understand needs and satisfaction of training courses of students who specialize in interior design profession. Analysis and survey result of this research may be use as reference source for further study and course teaching to students and teachers of interior design related course.

This research has been carried out by conduct survey with students of interior design training courses been our target group. Purpose of this survey aims to explore student’s personal attributes, satisfaction of course teaching, differences on overall satisfaction and relevance. There were 380 sets of valid survey data been collected from the sample pool, the following are significant findings and data analysis obtained with the aid of SPSS statistical software： 1.Among 5 factors of teacher’s professional skills, “teacher’s level of knowledge and experience” was the significant factor that has been mostly satisfied by student. 2.Among 3 factors of self-feeling towards learning development after the course, “affective domain” was the significant factor that has been mostly satisfied by student. 3.In between overall satisfaction and all factors of teacher’s professional skills and self-feeling towards learning development after the course, the research data have shown a positive correlation. 4.Predicted variables of student’s level of satisfaction towards interior design course teaching are as follow: teaching attitude, teacher’s level of knowledge and experience, teaching assessment, cognitive domain, affective domain and skills. These 8 variables forecast 67.8% variance of overall satisfaction; Within 67.8% variance, the factor “cognitive domain” of self-feeling towards learning development after the course has accounted for 46.6% of the total predictable variance.