「建築設計」是每個建築系學生必修的科目，也是建築教育中最重要的核心 課程。目前設計教育的方式，普遍以設計工作室及師徒制進行分組討論：以授課老師的經驗為基礎，讓學生模仿指導者的行為、價值與思考過程。因此，授課者的指導方式與教學風格影響學習效果甚鋸。在學習過程中，指導者也常因忽略學生個人特質與潛能而導致學習挫折度極高。本研究以學習風格的理論為基礎，探討不同學習類型的學習者，是否在建築設計的思考模式、操作手法、學習成效上會呈現顯著差異。因此，研究將分三個階段進行：首先，根據Kolb學習風格理論與量表，定義學習者的學習風格類型。其次，提供設計案例，以八週時間觀察紀錄學習者的設計操作過程，並應用統計分析確認學習風格與建築設計思考模式、操作手法的關聯性。最後，將學生的學習成就（設計成績）分成高、中、低三個區塊，並檢驗學習成就與學習風格、建築設計思考模式的關聯性。研究成果顯示，不同的學習風格類型對設計思考模式有顯著差異，對於設計操作手法僅有有部份影響，對於學習成效則無顯著差異。本研究建議未來建築設計教育應依照學生學習風格的差異給予不同的指導和學習方式；對學習者而言，找到適合自己的思考模式與操作方法，依然可以獲得良好的學習成效。

In architecture schools, design practice is the most important core course in the curriculum. Current design education relies heavily on team practice in the design studio where students are under the guidance of mentors with professional experience, values and thinking processes. This way of mentoring and teaching therefore has a great influence on the learning performance of students, yet their personal characteristics and potential are often neglected in the process of learning. This study first defines the different learning styles according to Kolb’s Learning Theory. It then observes the learning process of students during an eight-week design task. A statistical analysis investigates the relationship among learning styles, thinking modes, design approaches, and learning performance. The results reveal that learning styles have a great influence on design thinking modes, yet only a partial influence on design approaches; no obvious relationship is found with learning performance. This study also suggests that in the future, the curriculum of architectural design education as well as the ways of teaching and learning should be organized according to students' learning styles to encourage better learning performance by allowing the individual students to develop their favored thinking modes and design approaches.

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