| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育學系 === 98 === In present days, great proportion of vocational senior high school in Taiwan has been either under transitional period or started to establish Interior Design and Interior & Space Design department. By the end, of year 2009, over 20 high schools have been offering courses and trainings to foster students who have great interest and passions to be specializing in interior design;
High-level standard training courses have been offered to allow students to develop upon professions to meet challenges in fast-changing market, and build on further of current visions; Raise up student level of competitiveness has been the ultimate goal of all course teachers. The aim of this research was to carry out in-depth analysis of student’s level of satisfaction towards course teaching of interior design training courses, therefore, understand needs and satisfaction of training courses of students who specialize in interior design profession.
Analysis and survey result of this research may be use as reference source for further study and course teaching to students and teachers of interior design related course.
This research has been carried out by conduct survey with students of interior design training courses been our target group. Purpose of this survey aims to explore student’s personal attributes, satisfaction of course teaching, differences on overall satisfaction and relevance. There were 380 sets of valid survey data been collected from the sample pool, the following are significant findings and data analysis obtained with the aid of SPSS statistical software：
1.Among 5 factors of teacher’s professional skills, “teacher’s level of knowledge and experience” was the significant factor that has been mostly satisfied by student.
2.Among 3 factors of self-feeling towards learning development after the course, “affective domain” was the significant factor that has been mostly satisfied by student.
3.In between overall satisfaction and all factors of teacher’s professional skills and self-feeling towards learning development after the course, the research data have shown a positive correlation.
4.Predicted variables of student’s level of satisfaction towards interior design
course teaching are as follow: teaching attitude, teacher’s level of knowledge and experience, teaching assessment, cognitive domain, affective domain and skills. These 8 variables forecast 67.8% variance of overall satisfaction; Within 67.8% variance, the factor “cognitive domain” of self-feeling towards learning development after the course has accounted for 46.6% of the total predictable variance.
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