對於設計系學生的學習過程而言，所有的主軸課程，除了磨練與引導學生的設計思維，使學生能有目的的探討與執行設計議題外。如何能有效與有方法的將設計概念，轉化為可視且合理的外在樣式(造形表徵)，同樣屬於設計的核心能力之一。本課程即透過產品語意的課程教授與訓練，使學生能以對應的方法進設計概念具體化，並透過產品的造形表現，能進一步地對使用者與觀看者傳達對應的功能語意涵。For the learning process of design students, all main courses, in addition to practicing and guiding students' design thinking, enable students to purposefully explore and execute design topics. How to effectively and methodically transform the design concept into visible and reasonable external styles (shape expressions) is also one of the core capabilities of design. This course is taught and trained through the course of product meaning, so that students can develop the design concept in a corresponding way, and can further convey the corresponding functional meaning to users and viewers through the shape and performance of the product.
1. 官政能，1995，產品物徑:設計創意之生成、發展與應用，白北市：藝術家出版社。
2. 林銘煌 (2001)，產品設計中造形的編碼與解碼。設計學報，vol. 6(2)，pp. 39-52。
3. 林銘煌，黃慶賢 (2001)，比喻是設計的邏輯與產品功能認知之關聯。設計學報，vol. 7(2)，. 1-22。
1. Official and political ability, 1995, product materials: the generation, development and application of design creativity, Baibei City: Artist Publishing House.
2. Lin Yanhuang (2001), encoding and decoding of shapes in product design. Design Journal, vol. 6(2), pp. 39-52.
3. Lin Yanhuang, Huang Qingsheng (2001), a metaphor is the connection between design logic and product function recognition. Design Journal, vol. 7(2), . 1-22.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績(出席率)平時成績(出席率) Regular results (attendance rate) |
15 | 平時課程參與、出缺席 |
| 專案一設計專案一設計 Project One Design |
30 | 設計發表、討論等 |
| 專案二設計專案二設計 Project 2 Design |
40 | 設計發表、討論等 |
| 隋堂作業+期末作業繳交隋堂作業+期末作業繳交 Sui Tang Operation + Final Operation Submission |
15 | 所有作業與最終報告繳交 |
