| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育學系 === 102 === This study investigated the Bagua system, which referred to the compound of I
Ching and Bagua’s sprit, connotation, and the process of creative problem solving
(CPS). We discussed further into the product design students’ differences among
different problem types in Bagua system’s CPS modes, and when three problem types
applied the Bagua system to solve problems, whether they would increase frequency
of applying the system as they increase the number of design as the purposes of the
study. This study used questionnaires to collect its data, for the material and
production part, 24 questionnaires were collected. For the external design part, 58
questionnaires were collected. And for the functional design part, 34 questionnaires
were collected. The collected data was analyzed through chi-square test and time
series method. Found the material and production part resulted from the highest to the
lowest as the following constructs: Tui trigram (interact with the environment), Sun
trigram (enhance support), K‘un trigram (countermeasures calibration), Chên trigram
(contradictory clarification), and Kên trigram (emotional impact). External design
resulted from the highest to the lowest as the following constructs: Tui trigram, K'un
trigram, and Sun trigram. Functional design resulted from the highest to the lowest as
the following constructs as the following constructs: Tui trigram, Sun trigram, and
K'un trigram. In brief, no matter in material and production, external design, or
functional design, the most used construct was Tui trigram and the least used one was
Kên trigram (critical thinking). This showed that in overall design process, most of
the students collected their ideas through interaction with the environment, and they
less likely to think critically on their own.
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