課程規劃之目的在於幫助學生獲得系統性與連貫性的知識，然而，卻顯少有研究針對已規劃之課程架構進行實證分析，特別在設計領域。本研究之目的在於了解已規劃之課程架構中基礎課程對日後實作課程的影響，以了解課程規劃之連貫性，做為課程設計之參考。研究首先收集個案校系在 2001臥 2004年實施的課程規劃中，包含大一至大三的完整學業成就。之後根據陸定邦與陳建旭所提出的設計教育策略規劃架構，進行基礎課程與實作課程之分類及分析。階層迴歸分析發現，九門基礎課程「計算機概論」、「工程圖學」、「透視圖學」、「造形原理」、「機構學」、「電腦輔助設計」、「科技概論」、「統計方法」及「設計方法」能夠有效的預測實作課程「產品設計」、「人機設計」與「工程設計」之學業成就。越是高階的實作課程，對邏輯思考與整合策略的知識需求更是重要。此外上述三門實作課程之間亦存在連貫性的影響，顯示該課程規劃之成效。建議上述基礎課程做可做為修習實作課程的擋修指標或課程規劃之基礎，以提升設計系學生在進入實作階段的基礎知識。

Curricular planning can help students to obtain a systematic and coherent knowledge; however, there is less empirical study which analyzed the data from curricular planning in design field. The main goal of this paper is to realize the influence of the studies of core curriculum on practicum. The data were collected the academic achievement from freshman to junior undergraduates during 2001 to 2004 years in the case of design school and were grouped curricula into core and practicum curriculum according to the framework of strategic planning in design education by Luh and Chen in 2001. The hierarchy regression analysis was used and the results showed that the nine core curricula which consisted of “Introduction to Computers”, “Engineering Graphics”, “Perspective Drawing”, “Introduction to Form”, “Mechanism”,“Computer Aided Design and Manufacturing”, “Introduction to Technology”, “Statistic Methodology”, and “Design Methods” predicted the achievement of practicum, such as “Product Design”, “Human Machine Design”, and “Engineering Design”. More high-level practicum needs more knowledge from logical thinking and integrated strategies, and the above three practicum have coherent effect each other. This paper suggests that the above nine core curricula can be set a threshold of major required courses for enhancing the basic knowledge of design students.