臺灣博碩士論文加值系統

想像力將影響創作初期之概念構思，亦會左右其最終作品之表現，故本研究之目的即為探究設計科系學生想像力與課堂表現間之關聯。根據現有文獻與專家意見，本研究選取數項合理影響因素，並將之區分為「個人特質」、「學習氛圍」與「想像思考」等三大層面，並擬定以下四項議題進行探討：1.學生之入學背景是否會影響其想像力？2.現行之設計課程評量方式是否需改變？3.學生想像成果之良窳是否影響其最終作品成績表現？4.在課程中教師可否輕易地找出想像力高之學生？在不大幅變更現有設計教學流程，本研究發展一套教學輔助教材與問卷評量表，並將之融入於教學實驗中，在數據分析部份則使用平均數T檢定、Pearson積差相關分析與羅許量測（Rasch Measurement）等方法進行。結果顯示：1.入學背景會影響想像力；2.期末作品評分引入外部教師參與可增加評量之公平性；3.課堂中「想像思考」之優劣對作品成績影響大於其他兩層面；4.使用羅許量測可協助教師輕易並準確地找出想像力高之學生。本研究之各項統計提供了可行之量化分析結果，該結果與研究方法將有助於擬定未來設計想像教學策略與編製教材。

One’s Imagination will influence his design idea and final creation. The purpose of this research is to discover the relationship between design college students’ imagination and their exhibition in class. For this purpose, some reasonable influential factors of imagination were selected by references and experts’ suggestions, and then classified into three facets. The facets are personality, study atmosphere, and imaginational thinking respectively. Further, four issues were discussed by the proposed research approach and experiment, including: 1. Does students’ pre-admission backgrounds affect their imagination? 2. Need the existent grading rule be changed? 3. Does students’ imagination affect their final creation? 4. Could a student with great imagination be found easily by an advisor? For keeping the traditional teaching process, a set of guiding material and grading questionnaire were constructed and applied to the experiment, and then some statistical methods, such as T test, Pearson’s correlation analysis and Rasch measurement were utilized in data analysis. The interpretation of the result are: 1. The students’ pre-admission background would affect their imagination; 2. External graders would make the grading with justice; 3. The facet “Imaginational thinking” would affect students’ final creation much more than other two facets; 4. The advisor could find out creation the students with great imagination by the result of Rasch measurement. All the research achievements could be referenced when making educational policy and teaching material in the future.

中文摘要………………………………………………………………i
英文摘要………………………………………………………………ii
誌謝……………………………………………………………………iii
目錄……………………………………………………………………v
表目錄…………………………………………………………………viii
圖目錄…………………………………………………………………x
符號說明………………………………………………………………xi

第一章 緒論…………………………………………………………1
1.1 前言………………………………………………………………1
1.2 研究動機…………………………………………………………2
1.3 研究目的…………………………………………………………4
1.4 本文架構…………………………………………………………5

第二章 文獻回顧……………………………………………………7
2.1 想像力作用………………………………………………………7
2.1.1 想像力之定義……………………………………………7
2.1.2 想像力之各項文獻探討…………………………………8
2.2 想像力影響因素…………………………………………………9
2.2.1 個人特質層面……………………………………………9
2.2.2 學習氛圍層面……………………………………………10
2.2.3 想像思考層面……………………………………………11
2.3 想像力相關特質量測……………………………………………12
2.3.1 羅許量測簡介……………………………………………12
2.3.2 羅許量測相關應用………………………………………12
2.4 小結………………………………………………………………15

第三章 研究方法……………………………………………………17
3.1 研究工具…………………………………………………………17
3.1.1 輔助教材簡介……………………………………………17
3.1.2 教師評量表設計…………………………………………23
3.1.3 學生問卷擬定……………………………………………29
3.2 統計方法…………………………………………………………33
3.3 研究規劃…………………………………………………………36
3.3 小結………………………………………………………………39

第四章 實驗案例與議題討論………………………………………41
4.1 教學實驗環境與樣本……………………………………………41
4.1.1 教學實驗環境……………………………………………41
4.1.2 教學實驗樣本……………………………………………43
4.2 學生之入學背景是否會影響其想像能力？……………………44
4.2.1 高中/職入學背景………………………………………44
4.2.2 高中/職城鄉差距………………………………………49
4.3 現行之設計課程評量方式是否需改變？………………………58
4.4 學生想像成果之良窳是否影響其最終作品成績表現？………59
4.5 在課程中教師可否輕易地找出想像力高之學生？……………66
4.6 小結………………………………………………………………79

第五章 結論與建議…………………………………………………81
5.1 結論………………………………………………………………81
5.2 建議………………………………………………………………83
5.3 未來發展…………………………………………………………84

參考文獻………………………………………………………………85

附錄一 教學實驗輔助教材（畫冊）………………………………91
附錄二 學習氛圍層面影響因素與對應文獻統計…………………98
附錄三 個人特質層面影響因素與對應文獻統計…………………106
附錄四 專家問卷評選意見…………………………………………114
附錄五 學生問卷……………………………………………………130
附錄六 實驗組「四向維度」完整畫冊內容………………………133
附錄七 個人特質之Facets輸入檔（部份）………………………142
附錄八 學習氛圍之Facets輸入檔（部份）………………………143
附錄九 想像思考之Facets輸入檔（部份）………………………144

自述與歷年發表著作…………………………………………………147

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