本研究於大學建築系一年級上學期進行一學期的行動研究（action research），探討運用「系統性創新理論」（TRIZ）為教學方式，於修習大學建築設計課程一年級新生，以解決前期研究發現「契約學習」（contract learning）若須有效運用在大學建築設計教育，必須建立在學習者能與教學者產生共鳴、對話與討論的基礎之上，所產生的初學者的學習困境。研究發現應用TRIZ 於建築系大一新生的建築設計課程，可產生下列的影響與效益：1. 建立初學者對於設計的系統性思考流程，有助學習成就感的提升。2. 營造教學者與初學者間具體的溝通平台，強化抽象性認知的傳遞。3. 銜接初學者過往的知識性學習系統模式，輔助自主性學習的發展。

This research applies action research to first year students in university to practice TRIZ in architecture design course. It attempts to solve the unsolved issue raised from previous research that when teachers practice contract learning in architecture design courses, it needs to be processed on the foundation that teachers and learners should have resonance, communication and discussion. The research result shows that practice TRIZ in department of architecture first year students can produce three benefits in architecture design education. 1. Establishing tyros' systematic design and thinking process, and increasing their sense of learning achievement. 2. Constructing communicate platform between teachers and learners, and enhancing students' ability of translate and understand abstract ideas. 3. Connecting tyros past knowledge learning systems to curtain learning content, and developing tyros' ability of independent learning.