以行動研究探討契約學習教學模式應用大學建築設計教學之可行性

Investigation of the Applicability of the Contract Learning Model in Teaching the “Architectural Design” Course in Universities by Action Research

在整體社會環境的快速變遷下，建築設計教學應有新的模式以因應社會發展趨勢的挑戰。本研究之目的為探究契約學習(contract learning)應用於大學建築設計教學之可行模式與建議。研究對象係以大學建築系二年級（一組七位學生）所開設之「建築設計」課程， 進行為期一學期的行動研究(action research)，探究契約學習應用於大學建築設計教學之可行模式並提出具體之建議。研究結果發現，為了使契約學習有效應用於大學建築設計教學，首先要建構一個「提問式的教育環境」；此外，教學者角色的調整、配合相關專業課程教學均是教學成效的重要關鍵。而其執行模式則包括：說明契約學習內涵並進行教學雙向溝通與輔導、診斷學習需要、界定學習目標、確定學習資源與策略、決定學習證據、選定評鑑工具及標準、教學雙方共同商訂學習契約、履行學習契約、進行學習評量、形成更佳的學習契約及教師與同儕在各階段的協助與支持等，共十一個項目。本研究結果提出一個可作為參考以改善現階段大學建築設計教學與學習困境的運作模式與建議方法。

Under the growing changes of the environment of the society, new models for teaching the “Architectural Design” course becomes important in order to face the challenge of changes in the processes of development of a society. The research subject is the “Architectural Design” course provided for the sophomore in the university (seven students in each group). An action research of the course has been performed for a semester in order to investigate the applicability of the “contract learning” model in teaching the “Architectural Design” course and to provide important suggestions. Results of this study indicated that in order to efficiently apply the contract learning model in the architectural design courses in universities, it is essential to build a “problem-posing educational environment” at the first stage. Besides, adjustment of teachers’ role and well-matched professional teaching courses are also the key factors for the efficiency of teaching. The executive model includes eleven items, they are explaining the learning content, exchanging communication for both teaching and learning, diagnosing learning needs, defining learning goals, confirming learning resources and strategies, deciding learning evidence, selecting evaluation tools and standards, dual learning contract for both teaching and learning sides, accomplishing learning contract, and proceeding learning evaluation. This study provided a model and important suggestions for solving the problems of the difficulties in teaching and learning in the “Architectural Design” course taught in universities.