| 英文摘要 |
Design education amid the COVID-19 pandemic has entered a new era. Students, engaged in cross-time zone and cross-disciplinary learning, are grappling with the challenge of effectively integrating various emerging teaching methods. The goal is to avoid excessive emphasis on practical application and prevent lapsing into unidirectional learning. This has become a critical topic in the field of design education. This study selects a theory-driven graduate-level creativity course as its context. Problem-Based Learning (PBL) and local practice are the primary teaching methods. Four types of teaching activities are incorporated: 1. Problem-oriented games, 2. Flipped classroom discussions, 3. Local community practices, and 4. Creative design implementation. The main purpose of this study is twofold: firstly, to investigate the impact of diverse teaching activities on inspiring creativity, fostering learning interest, and influencing learning effectiveness in comparison to traditional teaching methods. Secondly, to explore the preliminary models of integrating diverse teaching activities into a creativity curriculum, outlining the arrangement of different activities within the curriculum framework. The results reveal that diverse teaching activities gain students' trust, with each activity contributing beneficially to different indicators of student learning effectiveness. They enhance students' understanding motivation and promote deep learning, thereby addressing contemporary students' confusion in the process of creating digital media. The fluctuation observed between learning effectiveness and interest-triggering activities underscores the importance of activity design difficulty and the amount of absorbable knowledge as crucial factors influencing the success of teaching activities. Following the completion of the course, almost half of the students increased their self-directed reading on creativity and aesthetics by 1-3 hours, while one-third increased it by 4-6 hours. This affirms that employing diverse blended teaching activities as an innovative model for design theory courses holds positive implications for revitalizing teaching activities in the future. |
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