TU, JUI CHE
National Yunlin University of Science and Technology Graduate School of Design Professor
Email：tujc@yuntech.edu.tw
CHU, KU HSI
National Yunlin University of Science and Technology Graduate School of Design Student
Email：eason79@gmail.com
Abstract
In recent years, design practice courses have been to design competition-oriented course learning. The original intention and teaching goals of courses have been lost. The students can’t understand the meaning of product design, which affects the students’ independent thinking and design practice ability. In order to improve the teaching site, leading-in the experience learning cycle model for teaching research, and explores students’ different learning styles. This research uses questionnaire surveys and interviews. Subjects are 57 sophomores. The interview was conducted by sampling 6 students. The results show there is no significant in genders of different learning styles. The learning style of students is evenly distributed, and the “Converging Type” has the least number. Most students will not give priority to the work through abstract concepts, but will focus on the diverging and accommodating. The result is also in line with the conclusion of the interview, most students fall into the diverging stage for work. In assimilating stage, they can better grasp the data analysis. The results also show that the leading-in the experience learning cycle model is helpful to students. This result can also provide an important reference for the study of learning styles and preferences of design practice courses.
Keywords :Experience Learning Cycle, Teaching Innovation, Design Practical Courses, Learning Style