本研究藉由研究現行的建築教育環境與社會對於建築師職責的期待，進而探尋現行建築教育中因專業知識及設計思維養成困難所造成的建築設計學習者學習意願低落問題。多元教學方法藉由學習遷移與多元智能的基礎理論下，於本研究中嘗試藉由大學一年級中學習者的生活經驗及能力，採用多元教學的方法如工作坊、成果展、走秀等，期望能在更活潑有趣的活動中，提高課程滿意度及培養學習意願，繼而從中奠定建築設計的基礎能力。經量化及質化分析，同學對於本學期採用多元教學活動皆持正面評價，在活動過程中也能夠發現學生對於課程的滿意度與學習意願都有顯著的提升。唯因多元教學方法所布置課業較多及團隊合作中個人特質因素對於學習意願有所影響，需透過教學者居中說明及協調，才能使多元教學方法更有效的發揮。 The purpose of this research was to explore the problem of low learning willingness of architectural design learners, and to enhance learners' learning willingness through the multiple teaching methods. Based on the basic theories of multiple teaching methods through learning transfer and multiple intelligences, it attempted to use the life experience and abilities of the first-year university learners by using multiple teaching methods, such as workshops, achievement exhibitions, and catwalks. It was hoped that in more lively and interesting activities. In addition, the course satisfaction was improved and the willingness to learn was cultivated, and then the basic ability of architectural design was laid. After quantitative and qualitative analysis, students had positive comments on the use of multiple teaching activities this semester. During the activities, it was found that students’ satisfaction with the course and willingness to learn had been significantly improved. Because of the many assignments of multiple teaching methods, the personal characteristics of teamwork have an impact on the willingness to learn, it was necessary to use the teacher to explain and coordinate in the center to make the multiple teaching methods more effective.
