體驗區
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| 篇名 |
促發產品設計學生想像的環境因素與其歷程
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| 並列篇名 |
The Factor and Process of Environmental Influence on Students' Imagination in the Field of Product Design
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| 作者 |
梁朝雲(Liang, Chao-yun)
、黃英修(Huang, Ying-hsiu)
、許育齡(Hsu, Yu-ling)
、周文修(Chou, Wen-show)
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| 中文摘要 |
本研究針對產品設計領域，探討學習環境對促進學生想像的影響；以及在不同設計階段中，環境因素對促進想像的作用。本研究將產品設計流程分為：問題定義與設計分析、概念發展與草模製作、細部設計與測試修改等3 個階段，針對學習環境的4 大構面設計量表，復經調查與統計分析得知：「社會構成」與「組織措施」兩個構面對想像的促進影響最巨。研究團隊亦發現，各個階段的環境因素排序不同，也因此產生互異的促進作用。本文總結呼籲，如何從外在的學習環境來協助學生建構個人的意象記憶，再透過內在心理來瞭解此類記憶的發展與演化，進而型塑成為設計的專業能力，是每一位產品設計教育工作者必須要共同面對的議題及挑戰。
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| 英文摘要 |
The aim of this study is to both analyze whether environmental factors can stimulate imagination and explore how these factors stimulate imagination in different design phases.The research targets are students in the field of product design. In this study, design process was divided into three phases: problem definition and design analysis, concept development and mock-up, and detailed design and testing/revision. Influences in the learning environment were deconstructed into four factors: physical, organizational, socially constructed, and human aggregate. Our results indicate that the socially constructed and organizational factors have the greatest influence. These effects are seen in the design process, especially in phase one (problem definition and design analysis) and with a lesser effect in phase three (detailed
design and testing/revision). How do we help our students construct imagery through the external learning environment? How do we help them facilitate the development of these memories? How do we help them translate their images into professional design capabilities?What instructional strategies can be adjusted and/or invented from this study? How can these strategies be implemented? All of these are crucial challenges for us, as educators in product design field, to face.
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| 頁次 |
041-059
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| 關鍵詞 |
促進想像
、學習環境
、產品設計
、Imagination stimulation
、Learning environment
、Product design
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| 卷期 |
4:2
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| 日期 |
201110
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| 刊名 |
藝術研究學報
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| 出版單位 |
國立臺南大學
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