摘 要
設計系學生對市場洞察與專案企劃能力，普遍受到業界雇主重視，在教學規劃上如何讓設計系學生具備上述專業能力則是關鍵，本研究欲針對在南臺科技大學視覺傳達設計系所進行之企劃教學實踐進行評估，該課程透過問題導向學習之創新教學方式，讓學生針對地方創生議題進行場域實踐，探討不同地方導入策略之學生，在學習動機、學習阻礙及學習成效之差異，藉以進行教學規劃檢討與精進。研究結果顯示，雖然日夜間部學生在主觀自評能力提升與課程滿意度感受上無顯著差異，但有導入地方創生議題之日間部課程，其學習成效顯著高於未導入之夜間部課程，探究其原因應與有導入之學生較能掌握到關鍵議題與地方脈絡，對解決方案之企劃撰寫與市場調查分析有所助益。進一步分析高低分群學生，先前有地方社區經驗者會有較好的學習成效，雖然學生普遍對此教學方式感到較為困難，但學生仍對創新教學模式接受度高，且能有效提升學習成效。
關鍵詞：教學實踐、問題導向學習、學習動機、學習阻礙、學習成效
Abstract
Design students’ market insights and project planning abilities are generally valued by employers in the industry. In terms of teaching planning, how to equip design students with the above abilities is the key. This study aims to evaluate the course of planning teaching practice in the Department of Visual Communication Design of STUST, which provides students with practice fields and local regeneration issues through innovative teaching methods based on problem-based learning. This study explores the differences in learning motivation, obstacles and outcomes among students who introduce different strategies in places. It further shows that students prefer to retain the freedom to choose fields and topics as well as try new places to solve problems. As teachers explain local dilemmas, issues and establish local communication channels in advance, they can reduce the pressure on students in planning. If students can implement their plans together with like-minded students and thereby create substantial benefits to all the students, it will better enhance students' motivation to implement plans. Among those innovative teaching measures, physical and digital tools, incentives used to strengthen the interaction with students, step by step planning and reference examples are helpful for learning. Students in the evening program have better experience with interactive measures and reference examples. Although students generally find it difficult to learn, they are all satisfied with the innovative teaching measures. It can be seen that students are highly receptive to the innovative problem-oriented teaching model, and it can effectively improve learning motivation and learning effectiveness.
Keywords: Teaching practice, Problem-based learning, Learning motivation, Learning obstacles, Learning effectiveness