國內的建築教育長久以來，都過於強調設計能力在表現上的重要性。以實務性而言，建築設計是一項需要多面向思量的工作，設計者無法如藝術家一樣可以在作品中強調個人自我意志的表達，而是有公眾與使用者的安全與營建規則種種的限制；但是就算這樣，也不應該自我設限，放棄對美學涵養的堅持，只專注於營建工程的實施。
而從教師的視角而言，應該要思考如何優化建築設計課程的可能。建築設計課程不應該是以單一菁英優異的作業表現，來評定教育的成敗。而是應該要讓整個學習群體在經過訓練後，都可以具備專業基礎能力，這樣才能提升在單位時間內教師和學生在教學與學習的成效。
本研究回應課程中對於基礎能力培育的要求，透過學習歷程的理論與實踐，探究該模式對建築設計教學之功能與價值。是教師從教學經驗中反思的機會，並有助於重新回溯建築設計教學的基本價值，思考如何提升學生群體的專業，以培育優質智能基礎，以優化整體教學品質。
研究對象以修習110學年度建築系所開設的課程「建築設計(五)」課程的學生，研究內容為帶入學習歷程檔案模式對於學生的學習成效研究，目的在探討以下幾點:
1此教學模式是否對於學生在完成最終設計有幫助?
2此教學模式是否對於學生在設計流程時有所益處?
3學生在經過此教學模式的學習後是否會有所進步?
研究方式以回饋式問卷讓學生對於教學實施方式與學習成效的看法做自我學習評量，並從教師的角度研究此教學模式是否有助於提升學生學習與教學互動的效率；在評量時是否有助於更容易了解學生在學習過程時的歷程。
研究結果發現學習歷程檔案教學模式可幫助學生在做設計時增加效率、透過主題式作業可強化自主學習、獨立思考能力以及培養設計中對於設計的自省能力，而透過教師的回饋可發現此模式能幫助教師在教學時與學生討論互動更加有效率，最終評分時也能從學生最終設計成果與整段學習歷程做多元評量，達到提升學生群體的專業和反思能力。

For ages, domestic architectural education has overemphasized the importance of design capability in performance. Practically, architectural design is a multifaceted profession. Unlike artists, architectural designers cannot express their self-will strongly in works, but the safety of public facilities users and frame of construction conditions. However, they should not give up expressing their aesthetics to only focus on the implementation of construction engineering due to self-handicapping.
From the educators' perspective, it is the possibility of optimizing the course of architectural design should be considered. To assess the success or failure of education, the whole learning group should be equipped with basic professional abilities after drills, which boosts the efficiency of educators' teaching and learners' learning in unit-time; instead of taking the architectural design as the only elite academic performance.
In response to the demand for fostering the basic skills, this research hopes to explore the functions and worth of this teaching model in architectural design teaching through the theory and practice of the academic portfolio. It is an opportunity to reflect on the personal teaching experience, conducing to recall the core value of architectural design teaching and think about how to improve the student group's profession, for building up a great intelligent basis and bettering the comprehensive teaching quality.
The subjects are the students who take the course "Architectural Design (5)" offered by the department of architecture in the 110 academic year. The research content is students' learning outcomes of applying the academic portfolio learning model, aiming to discuss the following points:
1. Is this teaching model helpful for students to complete the final design?
2. Is this teaching model beneficial to students in designing the process?
3. Will students make progress after experiencing this teaching model?
The method to carry out this research is using a questionnaire to survey students' thoughts on the implementation and learning outcomes, and their self-evaluation. From the teachers' perspective, it studies whether this teaching method boosts the efficiency of learning and teaching interaction and whether it helps teachers comprehend students' learning process more easily during the assessment.
The research result shows that academic portfolios do help students increase their efficiency while designing, strengthen their learner autonomy through thematic assignments, drill their independent thinking capability, and cultivate self-introspection skill for their own designs. The teachers' feedback shows that this teaching model benefits teachers to interact with students more effectively while teaching and understand students' final design results and holistic learning process without effort when doing the multiple assessment, so as to improve the students' professional and reflective ability.

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