設計教學歷程之評量指標建構初探——以中臺灣設計科系為例

A Study on Construction of Evaluation Indicators for the Process of Design Teaching-Examples of Design Departments in Central Taiwan-

本研究旨在建立一套設計評量指標模式。透過文獻分析，瞭解設計評量之理論基礎並以階層關係分成：四項教學目標、十項評量向度、三十六項指標，並針對設計類科教師及學生作為研究對象進行取樣，調查對設計指標之重要性及可行性之看法。本研究主要結論如下：1.設計評量指標之重要性與可行性：本研究所建立之指標受到大部分受試者的認同及肯定，在評量指標系統中指標將可提供評量者、學習者參考之依據。2.教師及學生對評量指標之差異情形：評量指標系統中對於具有情意因素之指標，教師應以多階層之模式，評量學習者的學習狀況。本研究根據研究結論，提出對設計教學、學習者及後續研究等三方面之建議，以作為未來設計類科教學評量之參考。

The main purpose of this study is to set up a design evaluation indication model. The study has been completed via literature review and design evaluation theory, and can be branched into 4 teaching goals, 10 evaluation tendency, and 36 indices. We collect samples from teachers and students in design field. This opinion poll is emphasized on the importance and feasibility of design indication. This study is concluded as follows: 1. Importance and feasibility of design evaluation indicators: the indicators built in this study has been widely recognized and affirmed by most testers. The evaluation indicators can offer evaluator and learner a good reference. 2. The difference between students and teacher with regards to evaluation indicators: improved from the indication of “feeling elements”, teachers have to evaluate learner’s learning condition through 「hierarchy model」. Finally, according to those conclusions above, we hope it would provide teachers, students and future studies with suggestions and a reference for design education.