術科技能的培養，除了需吸收外顯知識之外，更強調的是隱性知識的培養。然而，隱性知識的獲取，不但耗費時間長、過程更仰賴專家的指導與修正，以累積正確的經驗。然而，在缺乏標準答案與學習資源的環境下，學習者多無法獲得即時的建議並修正其錯誤，導致學生無法藉由自主練習，有效的提升技能水準。
為改善此問題，本研究以表現技法之學習為對象，建構一電腦輔助繪圖教學課程，包含二繪圖修正系統與一線上草圖討論平台。透過繪圖修正系統之偵錯機制，可根據使用者的手繪兩點透視正立方體與透視圓柱圖面，即時提供正確參考答案，協助使用者累積正確的知識與經驗；線上草圖討論平台則可協助使用者分享、觀察、並討論手繪草圖學習成果與心得，藉由同儕互評之機制，學生可獲得針對個人圖面問題之修正建議。
本研究共進行三階段之教學實驗，以分別檢驗此二繪圖教學系統與討論平台之效用。實驗結果顯示，本研究所提出之繪圖修正系統，可有效提高學生自主學習之品質，產生顯著優於傳統教學之學習成效，且繪製出正確度優於專家之圖面，驗證此二系統之有效性。另一方面，經過一學期的線上討論平台教學訓練後，實驗組學生不但表現出與專家相近之草圖評分能力，更在手繪能力上，展現優於對照組的學習成效。透過本課程，可在學生自主訓練與同儕合作學習的狀況下，有效提升學生學習動機與成效，驗證本課程的有效性。

Expertise in skill-based subjects depends not only on the acquisition of explicit knowledge, but also on the accumulation of tacit knowledge. Tacit-knowledge acquisition is a lengthy process that requires extensive training and instruction from subject specialists, who must ensure that learners have access to the most up-to-date industry information and standards. Unfortunately, in cases where such knowledge base and supporting teaching resources are not readily available, learners are not able to benefit from constructive criticism and opportunities to make timely corrections. Consequently, learners are unable to improve their skills through self-training. This challenge is particularly acute in fundamental design subjects such as freehand sketching.
This study addresses this educational challenge by proposing a new computer assisted instruction (CAI) graphic curriculum, including two sketch training systems and an online sketch discussion platform. The two sketch training systems are equipped with a built-in error-checking component, which provides instant corrective feedback to every freehand-sketched cube and circle in perspective, respectively. Thus, assisting learners to acquire correct knowledge and experience. The discussion platform was created on Facebook that utilizes the learning characteristics essential to developing proficiency in freehand sketching, including practice, observation, and comments. Through the process of peer-assessment, students can obtain personalized suggestions.
The proposed curriculum’s feasibility and practicality were evaluated through a series of teaching experiments. The results indicated that the sketch training systems can improve the quality of self-training, and that the proposed systems were found to be more effective than traditional instructions in advancing sketching techniques.
On the other hand, after utilizing the online sketch discussion platform for one semester, the experimental group showed their sketch critic ability to be similar to the professionals’ and demonstrated significant improvement in sketch quality performance over the control group. The proposed curriculum can effectively increase students’ learning motive and performance through self-training and cooperative learning, demonstrating its feasibility, practicality, and effectiveness.

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