本研究以專案導向式學習(PBL)為基礎，透過CDIO工程教育教學規劃出操作流程，同時帶入雙菱形設計模型協助跨域連結與整合，發展出一套培育解決複雜問題人才的「建築創客育成模式」教學法。教學法將專案導向學習的操作分成構思(Conceive)、設計(Design)、實踐(Implement)、運轉(Operate)四階段的流程，並導入雙菱形收發迴圈(Double Diamond)使不同階段有其對應的發散與收斂特性，進而促成專案導向學習在跨域上的多元整合。創客育成法在歷經數次的測試後，最終歸結出C構思階段(第一迴圈)、DI從設計到實踐階段(第二迴圈)、O運轉階段的改良型第二代建築創客育成模式教學法。改良後的教學法實際投入終端課程「建築設計(七)」的現場教學，並執行出完整的跨領域團隊全尺度構築專案，並透過問卷評估學生「跨域整合能力、CDIO流程操作能力、PBL執行能力、創客實踐能力」四項核心能力表現，驗證本教學法的具體成效。

This paper develops the maker incubation method based on the integration of CDIO and double diamond design model. The maker incubation is adopted for cross-discipline linkage and integration, which is used to cultivate talents who can solve complex problems. The maker incubation method divides the project-based learning procedure into four stages of Conceive, Design, Implement, and Operate (C-D-I-O), and introduces the double diamond model used by Stanford D School that allows the different stages to have their corresponding divergence and convergence. After several tests of the proposed method, this paper concludes with an improved model that includes the C conceive stage (first cycle), DI from design to implement stage (second cycle), and O operate stage (C-DI-O). The improved maker incubation method was adopted to the “Architecture Design (7)” course. The outcomes including full-scale tectonics project and the performance evaluation in 4 ability indicators, cross disciplinary integration, CDIO operation, PBL execution, and maker practice, demonstrated the effectiveness of our maker incubation method.