本研究旨在探討建立宏觀思考是否能夠提升建築設計的評價。在台灣的建築系教育中缺乏都市設計相關課程，學生難以在訓練中了解都市尺度的設計和操作。目前建築訓練主要著墨於建築本身及基地周遭，較少探討開放空間和不同利益相關人的連結。

因此，本研究以探討建立宏觀邏輯思考是否能夠幫助學生在空間教育中以更寬廣的角度探討建築設計。研究流程包括緒論、理論架構、研究方法、宏觀思考及整體評價研究結果分析，以及設計操作手法研究結果分析。本研究第一階段採用問卷調查法，利用此方法蒐集研究對象的主觀感受、作品評價、意見等相關知識。第二階段運用資料探勘( Data Mining, DM)中的關聯規則( Association rule)將課程教授編製的「設計思考與設計作品操作關聯問卷」的內容量化與統計，並以參與eVolo國際競圖的作品，探討宏觀思考邏輯及操作與作品優待加強的關聯性。研究結果顯示，建立宏觀思考的實驗組在作品的整體評價上優於未建立宏觀思考的對照組；宏觀思考邏輯的通順程度與作品評價呈現關聯性。因此若希望作品獲得較好的評價，宏觀思考邏輯應保持通順，並運用正面的操作手法，如基地關係合理、提案具未來性、整體提案完整、邏輯合理通順以及議題印象深刻。相反，應避免使用負面的操作手法，如無提案回應議題、無概念特色、無邏輯合理通順以及無議題印象深刻。

綜合以上結果，本研究證實了在教學中加入建立宏觀思考相關課程可以提升學生在建築設計方面的評價，並提供了建議和新觀點，有助於老師以及同學互相了解彼此對與建築設計著重的點，以便在往後不管設計教學或設計操作中得以調整。

This thesis aims to explore whether establishing macro thinking can improve the evaluation of architectural design. There is a lack of urban design-related courses in Taiwan's architecture education. It is difficult for students to understand the design of urban scales in training. At present, architectural training mainly focuses on the building itself and the surrounding areas of the base. Open spaces and connections between different stakeholders are less explored.
Therefore, this thesis explores whether the establishment of macro thinking can help students explore architectural design with a broader perspective in spatial education. The research process includes an introduction, theory, research methods, macro-thinking and overall evaluation correlation, and analysis of research results of design and operation methods. In the first stage of this thesis, a questionnaire survey was used. Use this method to collect relevant knowledge such as the research objects' subjective feelings, work evaluations, and opinions. In the second stage, the Association rule in Data Mining, DM was used to quantify and count the content of the "Design Thinking and Design Work Operation Association Questionnaire" compiled by the course professor. To participate in the eVolo international competition. Explore the correlation between macro-thinking and operation and the quality of work.
The results of the study show that the experimental group that has established macro thinking is better than the control group that has not established macro thinking in terms of the overall evaluation of works; There is a correlation between the smoothness of macro thinking and the evaluation of works. Therefore, if you want your work to get a better evaluation, you should keep the macro thinking smooth and use positive operation methods, such as reasonable base relationship, futuristic proposal, complete proposal, reasonable and smooth logic, and impressive topic. On the contrary, negative operating methods should be avoided, such as the proposal does not respond to the topic, not having any conceptual features, is not logical, and the topic is not impressive.
Based on the above results, this thesis confirms that adding courses related to building macro thinking in teaching can improve students' evaluation of architectural design, and provides suggestions and new perspectives. It is helpful for teachers and students to understand each other's emphasis on architectural design. In order to be adjusted in the future regardless of design teaching or design operation.

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