期刊目錄列表 - 66卷(2021) - 【教育科學研究期刊】66(4)十二月刊(本期專題:校園成癮行為暨防制)
Directory

想像與現實的交織:設計領域想像—創造歷程之建構
作者:南臺科技大學師資培育中心王佳琪、靜宜大學教育研究所何曉琪

卷期:66卷第4期
日期:2021年12月
頁碼:245-280
DOI:https://doi.org/10.6209/JORIES.202112_66(4).0009

摘要:
本研究旨在探討大學設計類科教師指導學生進行設計創作時,從點子的發想到最終產品的過程中,如何連結自身想像力與創造力之歷程。研究參與者為指導學生參加國內外設計競賽多次獲獎的五名得獎績優大學教師,以及九位受指導並獲獎的學生為對象。資料蒐集以半結構訪談並採三角檢驗、研究成員檢核會議等提升研究效度。研究結果發現,當學生進行設計創作時,在不斷地發散與收斂思考的交互作用下,其自身想像力與創造力的連結,共歷經四個階段。首先為發想與分析階段,此階段為探尋設計的點子來源,學生考量相關競賽徵稿、在地特色、社會議題、傳統文化等面向梳理可行的設計主題,教師透過對話引導學生思考主題的價值。第二個階段是產生與修正階段,主要是設計點子修改與討論,教師透過創意發想、換位思考等策略引導學生檢驗點子是否呼應設計初衷、商品實用性、業界需求。第三個階段是實作與評估階段,是進行點子原型的製作,在考量功能實用與美觀性、製作成本考量材質、使用者經驗下製作點子原型。最後,進入溝通與最佳化階段,教師帶領學生考量市場需求與相關競賽需求,產出一個成熟的作品。在未來建議上,本研究試圖提出設計教育規劃的核心重點,以作為未來創新教育推展之參考。

關鍵詞:設計教育、設計領域、想像─創造歷程

《詳全文》 檔名

參考文獻:
    1. 王秀槐、黃金俊(2015)。想像力知多少?想像力四元模式的建構與量表發展。教育研究集刊,61(4),63-104。https://doi.org/10.3966/102887082015126104003【Wang, H.-H., & Huang, C.-C. (2015). Inquiry into imagination: Constructing the reliabity and validity of imagination scales. Bulletin of Educational Research, 61(4), 63-104. https://doi.org/10.3966/102887082015126104003】
    2. 王佳琪、何曉琪、鄭英耀、邱文彬(2017)。科學想像力學習進程之驗證:測量觀點。教育心理學報,49(1),69-94。https://doi.org/10.6251/BEP.20161005【Wang, C.-C., Ho, H.-C., Cheng, Y.-Y., & Chiou, W.-B. (2017). Validation of the learning progression in scientific imagination: A measurement perspective. Bulletin of Educational Psychology, 49(1), 69-94. https://doi.org/10.6251/BEP.20161005】
    3. 王精文、黃琬婷、李建道(2016)。運用抽象概念結合思考模式對管院學生想像力的激發。教育心理學報,47(3),373-390。https://doi.org/10.6251/bep.20150312【Wang, C.-W., Huang, W.-T., & Li, C.-T. (2016). Stimulating the imagination of management college students by concept combination thinking model. Bulletin of Educational Psychology, 47(3), 373-390. https://doi.org/10.6251/bep.20150312】
    4. 吳可久、蘇于倫、曹筱玥(2013)。由激發想像力思維探索設計課程教學方式。建築學報,83,19-35。【Wu, K.-C., Su, Y.-L., & Tsau, S.-Y. (2013). Explore the teaching models for design studio by the thinking stimulation of imagination. Journal of Architecture, 83, 19-35.】
    5. 周怡均、梁朝雲(2012)。影視學生的想像力與其學習環境的關聯性。廣播與電視,35,99-121。https://doi.org/10.30385/jrts.201212_(35).0004【Chou, Y.-C., & Liang, C.-Y. (2012). The relationship between imagination and learning environment of video/film students. Journal of Radio & Television Studies, 35, 99-121. https://doi.org/10.30385/jrts.201212_(35).0004】
» 展開更多
中文APA引文格式王佳琪、何曉琪(2021)。想像與現實的交織:設計領域想像—創造歷程之建構。教育科學研究期刊,66(4),245-280。https://doi.org/10.6209/JORIES.202112_66(4).0009
APA FormatWang, C.-C., & Ho, H.-C. (2021). Weaving imagination into reality: Imagination-creativity process in design domain. Journal of Research in Education Sciences, 66(4), 245-280. https://doi.org/10.6209/JORIES.202112_66(4).0009

Journal directory listing - Volume 66(2021) - Journal of Research in Education Sciences【66(4)】December (Special Issue: Addictive Behavior and Prevention and Control on Campus)
Directory

Weaving Imagination into Reality: Imagination-Creativity Process in Design Domain
Author: Chia-Chi Wang (Center For Teacher Education, Southern Taiwan University of Science and Technology), Hsiao-Chi Ho (Graduate Institute of Education, Providence University)

Vol.&No.:Vol. 66, No. 4
Date:December 2021
Pages:245-280
DOI:https://doi.org/10.6209/JORIES.202112_66(4).0009

Abstract:
This study explored the transformation of imagination and creativity from an initial idea into a final product in the design domain. Five award-winning university teachers, who have supervised award-winning students in domestic and foreign design competitions, and their nine students participated. Data collection consisted of interviews, which were coded verbatim, with the teachers and students, and triangulation and member checks were used to validate the study. The results indicated that the design process is based on the interaction of imagination and creativity. This imagination-creativity process involves the transformation of initial ideas to the final product in four stages: (1) the idea and analysis stage; (2) generation and modification stage; (3) implementation and evaluation stage; and (4) communication and optimization stage. The idea and analysis stage focuses on idea generation. Teachers guide students in considering the value of ideas through discussion of topics including relevant competition, local needs, social issues, and traditional culture. In the generation and modification stage, teachers employ creative-thinking strategies to instruct students to examine their ideas and possible products and industrial demands to modify design ideas. In the implementation and evaluation stage, students create a prototype of their ideas based on the practicality, aesthetics, costs, materials of the final product and user experience. In the communication and optimization stage, teachers lead students in producing a well-designed product to meet the needs of marketing and design competition. Suggestions for design and innovation in education are proposed.

Keywords:design education, design domain, imagination-creativity process