本研究的目的，主要是在瞭解意識型態概念對工業設計教育中師生間互動的影響，特別是針對設計教育知識的內涵進行解構與批判。具體而言，研究範圍在強化對潛在課程的研究，以知識為介面探討其內容與意識型態和權力運作間的互動。研究步驟依據主題展開文獻探討，確立研究問題後，進行教學場域觀察訪談與焦點團體訪談，以質性軟體對研究資料進行解構與分析。提出四點結論：1.教師教學方式與意識型態類型確實對部分學生學習產生影響；但少數學生也有因應之道，減低意識型態的衝擊，例如，尋求其他老師協助；2.教師掌控價值觀決定的程度越高，學生的學習越被動，創新知識的獲得越困難，教師的教學負擔也越大；3.價值思想體系就像一個知識框架，獲得的方法與途徑各不相同，建立價值思想體系有助於學生追求創新知識，教育工作者不宜將自身價值思想傳強加在學習者，使學生被知識框架套住，而是要成為學生價值體系建構的促進者，4.教師特質與背景對知識的批判與重建具有重大影響，吊詭的是設計知識，有部份不是以科學的方法制定，而是以背景、聲望、職位與權力來決定。

This paper explores the potential influence of ideology on the education of industrial design in Taiwan and focuses particularly on the interaction between tutors and students. Through a series of literature review and discussion, critical theory was utilized in the study to analyse and determine the information acquired during the field observation, individual interviews and focus group interviews. Four conclusions were derived, which include: 1. Teaching style and teacher's ideology will have substantial impact on the way how certain students learn. However, notwithstanding the contrary, some students will come up with their own strategy to reduce the influence from their teachers' ideology, such as seeking assistances from other teachers. 2. The higher the degree of values control from teachers, the more passive the student will be in their learning. As a result, it will become more difficult for student to obtain innovative knowledge, thereby put more burdens on teachers. 3. Value system of one’s thinking process is like a knowledge domain. There are different strategy and process in obtaining the desire knowledge. Establishing student's value system of thought is crucial as it will benefit their quest for innovative knowledge. It is important to know that teachers should not impose their own system of thought on students as it will limit their thinking process. Instead, teacher should play the role of a facilitator to enable student to establish their own independent system of thought. 4. The background and character of a teacher can play an important role when comes to critique or establish certain knowledge. Therefore, the decision of partial design knowledge is not always by rigorous science method but can be by the background, reputation, position and authority of teachers