建築設計教育是建築專業領域相當重要的課程訓練，就教學本質可視爲一種認知學徒制度，就內涵是一種統合所有建築專業的教育，但建築設計教師間往往因個人建築專業、專長領域及見解立場不同等因素造成認知衝突。本研究嘗試以判斷分析理論的架構，探討認知衝突產生的脈絡，發現衝突的產生在於「標的」所細分之「目標」及「屬性」間之價值判斷與事實判斷的問題。本研究建議教師能透過認知衝突的思考脈絡，從事實判斷之「屬性」收斂至「目標」價值的詮釋，再推至理想「標的」之共識，並應用「透鏡模式」在認知判斷的操作的概念，加強個人之人際學習以化解衝突。

Architectural design studio, which concludes pedagogy of cognitive apprenticeship and an integration of architectural disciplines, is an important class during the educating curriculum. There exist cognitive conflicts between the instructors, because of differences between the individual major, understanding and cognition. This study is focused on probing the context of cognitive conflicts based on Judgmental Analysis Theory and Social Judgment Theory, and approaches the cognitive disputation between objective facts and subjective values existing among the 'goal', 'objective' and 'attribute'. For reconciling the conflicts, the instructors need to recognize student's achievement, consider the interface reversing from 'attribute' to consensus 'goal', and apply the 'lens model' system to enhance the interpersonal learning and mutual esteem.