情境故事法對服裝設計畢業專題主題形成之探究：以Pinocchio故事為例

Using Scenarios to Develop Graduation Project Topics in Fashion Design: An Example of Pinocchio

設計主題之形成是設計科系學生進行畢業專題的首要任務，也是指導教授指導的一大挑戰。研究者發現，學生往往缺乏凝聚共識的基礎，難以形成設計主題而延宕專題作業的進展。本研究採個案研究法，探討運用「情境故事法」引導學生團隊是否有助學生「形成設計主題」，以及師生有效運用情境故事互動的關鍵歷程。研究參與者包括研究者及其指導的一組學生團隊（3位男生，1位女生）。資料採質性分析模式。研究結果顯示：一、運用「情境故事法」有助學生團隊進行畢業專題之主題形成；二、教師運用「情境故事法」幫助學生「形成主題」的關鍵在於掌握學生困難點，反覆討論釐清想法；三、學生團隊以情境故事法「形成主題」的關鍵為建構邏輯融入情境、深化主題內涵、主題形成，以及設計想像。研究結果對於未來教師協助學生發展畢業專題主題提供一可行之教學模式。 Deciding a design topic is a primary task for any design major students before commencing a graduation project. It is also a great challenge to the advisor. We found that students basically lack the skills to reach consensus and have difficulty deciding the design topic, thereby delaying progress of their graduation projects. This study adopted a case study method to explore whether using scenarios to guide a student team can help students develop their design topics. In addition, this study recorded the key processes during effective teacher-student interaction through scenarios. The participants included the researcher of the current study and a student team (3 men and 1 woman) advised by the researcher. A qualitative data analysis method was adopted. The results revealed the following: (a) Scenarios helped the student team develop topics for their graduation project. (b) The key for the advisor using scenarios to help students develop topics lied in grasping students' bottlenecks and discussing with the students repeatedly to clarify their thoughts. (c) The key for the student team to develop topics using scenarios lied in constructing a logical scenario, strengthening the content of the topic, developing the topic, and exciting design imagination. The results provided a feasible teaching model for advisors in assisting students to develop their graduation project topics.