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題名 | 服裝設計平面電腦繪圖教學模組發展之行動研究=An Action Research on Instructional Module Development on Apparel Design Using Computer Graphics |
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作者 | 葉秋蘭; 尤政平; 賴麗珍; Yeh, Chiu-lan; Yu, Cheng-ping; Lai, Li-jen; |
期刊 | 輔仁民生學誌 |
出版日期 | 20061200 |
卷期 | 12:1 民95.12 |
頁次 | 頁41-66 |
分類號 | 424.2 |
語文 | chi |
關鍵詞 | 服裝設計; 電腦繪圖; 行動研究; 教學模組; Apparel design; Computer graphics; Action research; Instructional module; |
中文摘要 | 服裝設計平面圖是服裝設計師在產品開發過程中極其重要的表達及溝通工具。本研究屬於課程和教學的行動研究,旨在探討向量式電腦繪圖,應用於服裝設計平面電腦繪圖教學,其教學模組的各項構成要件與發展過程應注意的原則及技術應用。藉此教學模組的發展進一步探討其教學策略及教學成效。本研究以織品服裝領域大學三年級的學生為教學研究對象,採用常見且成本較低的繪圖軟體-Corel DRAW□為工具,經由教學準備與正式實施教學兩階段,透過教室觀察、教學省思、評量、訪談、問卷及教學日誌等相關資料進行教學活動修正,再經由專業服裝設計師針對最後作品評量其學習成效,評估此教學模組未來應用於服裝相關產業的可行性。研究結果顯示:(1)教學模組的構成要件,應包含學習者之先備知識、電腦繪圖之智能、課程教材、示範教學法、實作練習法、教學者之專業知識與教學能力、各單元之教學設計等。(2)教學模組發展過程應注意原則包含學生先備知識、教學時間的分配與規劃完善的電腦設備。技術運用面採自編專業性教材深具實用性,並因採用標準人體基準圖,可增強學習者服裝比例概念的訓練。(3)教學策略主要有步驟式的編序教學法,亦可採用多元評量觀摩與檢討,以激勵學習者學習。(4)研究發現,過多理論陳述的教學不易達到學習成效,應增加課堂練習時間且授課時數應加長。(5)教學成效具體幫助學生提高在服裝設計方面的思考能力,學習者大都能依照實物透過電腦繪圖完成比例正確、結構細節清楚的服裝設計平面圖。(6)課程對業界具實用性,教學模組可供未來發展相關課程採用。 |
英文摘要 | This research applies the methodology of action research in teaching and curriculum. The objectives of the research are to explore how vector-based computer graphics applies to the teaching of computer graphics for apparel design as well as to understand the components of instructional module and the principles and technical applications of development process of instructional module. Furthermore, teaching strategies and effects were also examined through the development of this instructional module. This research selected the third year university students majoring in textiles and clothing design, and adopted the general and lower cost computer graphics software Corel DRAW□ as a tool. The research process included the preparatory stage for teaching and the practical teaching. The teaching activities were complimented with classroom observance reflection, evaluation, interviews and teaching diaries, etc. However, the learning effects of the last works were commented by the professional apparel designers. Finally, the feasibility of this instructional module applied to the clothing industry in the future were evaluated. The results of this research are as follows: (1) The components of the instructional module including the prior knowledge, knowledge and ability with computer graphics, the materials of curriculums, methods of teaching demonstration, methods of practices, the professional knowledge and teaching capability of the teachers and the teaching design of each unit, etc. were developed. (2) The learning of the prior knowledge of the students, the distribution of teaching hours and well-equipped computer environment need to be concerned in the development process of the teaching. Also self-composed professional teaching materials are much more useful than any books in terms of technical application. Furthermore, the standard body graphics used in the teaching material does enhance the concept of proportion in the training of the learners. (3) The major teaching strategy taken in the actual practice of the class is the application of sequence teaching methods. Besides that, multi-channel evaluations and reviews stimulate the learning motivation from the learners. (4) More practice would improve the learning effects rather than statements of theories, and the time allocated both for teaching and in-class practice should be lengthened. (5) In terms of teaching effects, this class helped students substantially to increase their complete thinking ability in fashion design. All the learners are able to create, through computer graphics, rightly-proportioned design graphics for apparel design with clear details of the structure when the class was completed. (6) The designers who participated in the final evaluation appreciate that the works created by the learners were met certain standards. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。