基本設計課程是技職大學設計學院教育相當重要的課程之一，目前因技職大學學生來 源的多樣性，致使教學及同學們在初始學習過程或認知上都有很大的差異衝突性存在，造 成教學及學習成效不彰之表象浮現。本硏究之目的即在探討該種差異現象是否確實存在； 經以朝陽科技大學建築與景觀二系83-90學年度入學學生基本設計學年成績及90學年度 學生三次快速設計測試的實證硏究結果顯示，入學背景為設計類與非設計類學生二者間在 基本設計的學習成果上並沒有顯著差異存在；且入學背景為非設計類的學生在三次快速設 計測試中皆有顯著的進步，而設計類則無。該結果可做為技職院校設計學院基本設計課程 規劃、教學等之參考應用，以使入學之學生有適才適性之發展，避免教學資源之浪費；成 為高職及技職大學課程銜接深入思考課題。

The course of foundation design in the education of design plays a crucial role, for the diversified sources for students in technology institutes, there is quite significant conflict difference during the initial study process or perception, and therefore there is the presence of unobvious teaching and studying effects. The purpose of this research is to discuss this kind of difference. Through the results of case study on the foundation design annual performance by students entered during 1994—2001 and the three times of fast-speed design testing by students of 2001, it indicates that students with the entrance background of design category and non-design category students actually have no significant difference in terms of the studying results in foundation design, but non design-category students have made significant improvement in the three times of fast-speed design testing, while design-category students have not. The result can be used as: the reference for planning and teaching the course of foundation design, that students admitted can have development suiting their ability and character, to avoid waste of teaching resources; the design course connection of senior vocational schools and technology institutes.