服裝設計創新教學應用研究－以習慣領域之「八擴」與「九深」為例

Application Research in Innovative Teaching of Fashion Design-Examples from Using the %22Eight Basic Methods%22 and Nine Principles of Habitual Domains

本論文以「個案研究」方式，藉由服裝設計系學生的作品及設計創作過程的討論及觀察，來探討「應用習慣領域之『八擴』與『九深』延伸創意靈感的設計流程模式」於服裝設計課程之教學成果。研究發現：1.設計準備階段：學生較常應用『八擴』之「虛心學習」、「以退為進」與『九深』之「內部聯繫原理」來提升精神層面輔助設計。而「靜坐禱告」、「空無原理」、及「低深原理」，則較少使用。2.設計過程階段：「類推聯想」、「交換原理」最常被使用於創作發想，「對立互補原理」、「矛盾原理」、「腦力激盪」、「改變參數」、「改變環境」次之，「循環進化原理」、「變與化原理」則只有少數同學應用。3.作品完成階段：較常利用「升高察思」、「矛盾原理」、「腦力激盪」來檢視作品，「痕與裂原理」則僅有一位同學使用。創意設計的空間無限寬廣，服裝設計教學可以「人本」的角度，引導學生擴展他們的習慣領域，學習多種激發創意的方法，並將其有效地內化成為自己的領域，讓創意源源不斷。服裝設計能力的培養是深層的教育，它需要長時間的琢磨、訓練與啟發，雖然短時間無法達到立竿見影的效果，可是長久強化必能奠定核心價值，對學生的學習一定大有幫助。

Through the observation of design process and work from fashion design students， this case study research probed the use of ＂eight basic methods＂ and ＂nine principles for deep knowledge＂ of habitual domains to explore the extension of fashion design creativity from the teaching outcome of fashion design course. This research identified the following:1) During the design preparation phase-students often utilized ＂active learning＂ and ＂retreating＂ from eight basic methods， and ＂inner-connection principle＂ from nine principles to enhance the spiritual dimension and to complement the design. Meditation， deep and down principle， and void principle were rarely used by students.2) During the design process phase-＂active association＂ and ＂alternating principle＂ were often used by students in developing creativity， followed by ＂contrasting and complementing principle＂， ＂contradiction principle＂， ＂brain storming＂， ＂changing the relevant parameters＂， and ＂changing the environment＂. ＂Revolving and cycling principle＂ and ＂changing and transforming principle＂ were rarely applied.3) During the design completion phase-＂Projecting from a higher position＂， ＂contradiction principle＂， and ＂brain storming＂ were utilized by students to inspect design work. Only one student applied the ＂cracking and ripping principle＂.Creative design has an unlimited space. Fashion design teaching can apply the ＂human＂ view point that can guide students to expand habitual domains and to learn various ways to stimulate creativity. They will be able to effectively turn this into their own field and to continuously develop creativity. Fostering the design capacity is a deeper education that requires long term polishing and enlightenment. Although it's difficult to meet the short term effect， long term enhancement of habitual domains can establish student's core values and will go a long way in their learning.