本研究旨於透過問題導向(PBL)的方式，針對建築系大學一年級建築設計課程之輔助課程進行課程設計之精進，將原本教師講授方式，改採用工作坊、環境觀察、團隊合作等方式，讓學生能建構基礎設計能力，並提供多元的學習方式，提高其基礎能力與學習意願，進而提高課程成效；並安排成果展、發表會或心得分享等，讓建築設計輔助課程不再成為學生牴觸的課程，本課程單元主要有環境體驗與觀察、我的加密工作坊1-空間與行為觀察、我的加密工作坊2-空間行為與編碼、讀空間說故事以及路徑觀察等多元課程設計。本研究主要採用量化研究進行教學成效與教學意願之評估，透過問卷收集資料與分析了解學生學習情況，輔以課程回饋單，收集建議及回饋，並使用SPSS軟體來分析運算數據；研究結果顯示，施行後，學生之學習成效與學習意願皆有顯著提升，且不同性別與入學管道也對於該課程之學習意願有顯著差異。 The study tried to improve the supplementary course of the design studio by using the problem-based learning, and the course design was included design workshops, environmental survey, team works and so on to change the lectures. It expected to establish the basic skills of design through the diverse learning methods to increase the learning intention for the improvement of learning effectiveness. Moreover, it also arranged achievement exhibitions, presentations or experience sharing, so that the supplementary course of the design studio will no longer be a course for students to touch. Therefore, the course units mainly included environmental experience and observation, my private workshop(1)-space and behavior observation, my private workshop(2)-spatial behavior and coding, reading space for Dalin image, and the campus path observation.According to the purpose and problems of this study, quantitative research was mainly used to compare the teaching effectiveness and teaching willingness evaluation. Then, it collected data and analyzed student learning through questionnaires, supplemented by course feedback sheets, collect and build The results show that after the implementation, the students The learning effect and learning intention have been significantly improved, and the different background of students owned the different learning effect and learning interests.
