色彩在設計產業中扮演關鍵角色，影響產品美感、品牌識別與市場競爭力。然而，傳統高職色彩學教學多以理論傳授為主，導致學生學習方式偏向被動，難以將所學應用於實務情境，進而影響其學習動機與成效。為改善此現象，本研究將「知識翻新」理念融入色彩學課程設計，本行動研究旨在增進教學者(亦即研究者本人)關於高職設計科教學之專業知能，本研究的參與對象是研究者本人，以及研究對象為北部某一高職學校高二學生共46位，實施在教學中改善並且引導學生透過實作深化理解，增進學習興趣與應用能力。 知識翻新理論強調主動探索與協同建構，透過「知識共創」促進學生創意思維與問題解決能力的養成。本研究旨在建構創新教學模式，以提升學生專業素養與未來職涯競爭力。研究目的包括：(一) 探討知識翻新理論對高職學生色彩學學習動機與學習成效的影響；(二) 設計並實施一套基於知識翻新的色彩學教學模式，並評估其教學成效；(三) 分析學生在此教學模式下的學習經驗與回饋，作為未來課程設計之參考。 本研究採行動研究法，將知識翻新理念導入色彩學課程，觀察其對學生學習動機與學習成效的影響。研究結果顯示：(一)知識翻新課程有助於提升學生學習動機與學習成效；(二)有效促進色彩學知識的建構與深度理解；(三)學生能於廣告議題中進行知識轉化與應用；(四)學生逐步掌握色彩學中知識建構的歷程；(五)學生透過回饋歷程學會反思與修正學習策略。研究成果可作為技職教育領域教學創新的實務參考，亦有助於未來相關課程的設計與優化。 ;Color plays a critical role in the design industry, influencing product aesthetics, brand identity, and market competitiveness. However, traditional instruction in vocational high schools tends to focus heavily on theoretical knowledge, resulting in passive learning and limited real-world application, which in turn affects students′ motivation and learning outcomes. To address these issues, this study integrated the concept of Knowledge Innovation and collaborative group strategies into a color theory curriculum. The goal was to engage students through hands-on activities, thereby enhancing both interest and practical skills. Grounded in the principles of Knowledge Building, Knowledge Innovation emphasizes active inquiry and collaborative learning to foster creative thinking and problem-solving abilities. This study aimed to develop an innovative instructional model to enhance students′ professional competence and future career competitiveness. The research objectives were: (1) to explore how Knowledge Innovation improves vocational students’ learning motivation and outcomes in color theory; (2) to design and implement a Knowledge-Innovation-based teaching model and evaluate its impact; and (3) to analyze students’ learning experiences and feedback to inform future course design. An action research approach was adopted, involving a group of 45 11th-grade students from a vocational high school in northern Taiwan. The findings revealed that: (1) the Knowledge Innovation curriculum effectively enhanced students’ motivation and learning outcomes; (2) it facilitated deeper understanding and construction of color theory knowledge; (3) students were able to apply their knowledge to real-world problems; (4) students progressively grasped the knowledge-building process; and (5) students engaged in meaningful reflection and revision through feedback. These results offer practical insights for innovative instruction in vocational education and contribute to the future improvement of color theory curricula.
