| 摘要: | 長期以來，大學建築設計課教學現場多採用「排序比較法」、「非結構式評量法」和「結構式評量法」，或缺乏明確的規準，或缺乏透明性。學生(尤其是低年級)很難透過教學評量清楚了解自己的潛能、弱點及提升方法，嚴重影響教學成效或品質。 本研究計畫擬根據多元評量理論(實作評量、設計作品評量、歷程檔案評量等等)，以「大學二年級建築設計課程多元評量之行動研究」為題，以任教的大學二年級建築設計課學生為研究對象，在研究者所指導的設計小組(9-10名學生)每週的課程教學中，通過行動研究的方法，探討建築設計評量活動所遭遇的相關問題。在為期一個學年的行動研究計劃中，針對四個設計課題(獨棟住宅、餐廳、商辦建築、幼稚園，9週為一個課題週期)，透過參與者共同參與行動，一起進行問題探索、討論、思考和分析，然後再修正與再實施，進行循環研究，希望以此建構大學二年級建築設計課程學習評量模式，幫助低年級學生了解自己在認知 (cognitive domain)、情意 (affective domain) 與技能 (psychomotor skills)方面的學習狀態，正確把握自己的興趣與能力所在，同時提供一套評量方法給其他教師參考使用，改善低年級建築設計課程學習評量現場的狀況。
On the spot of the university’s architectural design course, the teachers often employ the “ordering method”, “non-structured method”, “structured method”. The methods are too simple and there is a lack of clear standard and transparency. Students (Especially the sophomores), by teacher’s teaching evaluation, have a difficulty in understanding their own potential, weakness and improving ways, thus strongly affecting teaching result or quality. The research project is based on multiple assessment (performance assessment, design works evaluation, portfolio assessment …etc.), Taking “action research on multiple assessment of architecture design course for the sophomore in university” as topic, the research’s target objects are the sophomore students of the author’s university (nine or ten students in each group). During every week’s course teaching, the related problems in implementing “multiple assessment of architecture design course” will be analyzed and investigated by the method of action research. During one school year’s action research project, the research will focus on four design themes (one theme’s period is nine weeks): single family house, restaurant, business building and kindergarten, and co-working by the participants to perform problem-solving, discussion and analyzing, thus refining and re-implementing the circling research. The research aims at building the model of multiple assessment of architecture design course for the sophomore in university, helping sophomore students to understand their learning conditions in cognitive domain, affective domain and psychomotor skills, as well as correctly recognizing their own interesting topics and potentials. Finally, the research can provide a set of assessment methods for other teachers who may try to improve the assessment condition of architecture design course for the sophomore students. |
