從訓話到對話：設計評圖中的師生溝通模式

From Lecture to Dialogue: Teacher-Student Communication Modes in Design Critique

「基本設計」是接觸設計的入門課程，教學的模式也從一般「課室教學」轉變為「工作室教學」，工作室教學最常採用評圖教學方法，讓學生在過程獲得專業知能成長。大一學生對於如何從概念發想轉化到設計詮釋並不熟悉，老師如何在教學過程中與學生良好溝通，幫助設計學習進展，即為本研究探討的課題。為探討工作室教學中，學生喜愛的評圖方式、評圖方式對師生關係的影響、何種溝通模式有助於推進設計進展，研究採用觀察法與問卷調查法，先對中原大學室內設計學系的基本設計課程，進行為期七週的課程觀察，於設計成果交流評圖完成後，對修課的大一學生實施學生問卷調查，就問卷結果分析評圖方式、師生關係、學生背景三者對師生溝通模式的影響，及師生溝通模式對學習成效的影響。研究發現：評圖的方式確會影響師生的關係；學生較喜愛桌面評圖，因場地較小、人數少，師生容易親近；非正式且私密的評圖方式能讓師生關係更像朋友；朋友般的師生關係會將師生溝通模式，從上級對下級的「訓話」改變為平等的「對話」；且平等對話的溝通模式較能激發學習興趣，有助推進設計進展。

'Basic design'' is an introductory course for students who are new to the field of design. The teaching mode has shifted from traditional classroom lectures to studio-based learning, with critique sessions being a common method used in studios. Through these critiques, students can develop their professional skills and knowledge. However, first-year students may not be familiar with how to transform conceptual ideas into design interpretations. Therefore, this study aims to explore effective communication modes between teachers and students during studio-based learning that can facilitate student learning. To investigate the preferred critique methods among students, the impact of different critique methods on teacher-student relationships, and which communication modes are conducive to promoting design progress; observation and questionnaire surveys were conducted on first-year interior design majors at Chung Yuan Christian University during a seven-week basic design course starting in September 2022. After completing assignments and exchanging critiques within groups, student questionnaires were administered to analyze the effects of critique methods, teacher-student relationships, and student backgrounds on communication modes as well as their influence on learning outcomes. The findings indicate that critique methods do affect teacher-student relationships; desktop critiques are more popular among students because they allow for closer interaction due to smaller group sizes and informal settings that foster friendlier relations between teachers and students. This type of relationship changes the communication mode from top-down ''lecturing'' by superiors towards equal ''dialogue.'' Moreover, equal dialogue promotes interest in learning while facilitating progress in designing.