隨著科技的發展與快速轉變，教師亦需改變教學策略以因應教學環境的改變，在課堂教學中加入多媒體輔助教材進行教學輔助，已成為一種趨勢。然而卻鮮少有教材針對技術型高中設計群專業科目進行相關研究與開發。依據教育部108年「十二年國民基本教育技術型高級中等學校設計群科課程綱要─設計群」之課程架構，「設計概論─近代設計發展簡史」為設計群相關科系之部訂必修科目，且同為四技二專統測之測驗範圍。此外，對於技術型高中設計群相關科系學生而言，學習設計史對其創意思考之啟發亦有幫助。可知「設計概論─近代設計發展簡史」對於技術型高中相關科系學生之重要性。因此本研究旨在發展「設計概論─近代設計發展簡史」多媒體輔助教材，最後歸納出三點結論如下：
一、「設計概論─近代設計發展簡史」不僅為知識學習，更著重於素養之培養，是目前教材較缺乏之部分。
二、多媒體輔助教材設計時，須考慮如何透過多媒體輔助教材之內容編排，藉以逐步引導學生吸收知識。並且在設計流程部分歸納出四點設計流程：（1）確認教學目標與學習者學習需求（2）分析科目與資料蒐集（3）教材內容設計與細項補充（4）透過專家認證或教學實驗
三、「設計概論─近代設計發展簡史」多媒體輔助教材設計之適用性判斷雖已達標，但目前教材仍須對版面與內容進行補充及調整。

With the rapid development of science and technology, teachers also changed their teaching strategies and added multimedia-assisted teaching materials to assist their teaching in classroom. However, there are few studies on professional course of the Area of Design in technical high schools. According to the new curriculum for technical high schools drawn up by the Ministry of Education in 108 years for the study Area of Design, “History of modern design unit”in the Course of Introduction of design is a compulsory subject for the Area of Design in technical high schools. And it’s also the scope of the TVE joint college entrance examinations. In addition, the history of design is also helpful to students’ creative thinking. Thus, it can be seen that “History of modern design unit”in the course of Introduction of design is important for students in the Area of Design in technical high schools.This study aims to develop a multimedia-assisted teaching materials on“History of modern design unit”in the course of Introduction of design, and apply multimedia-assisted teaching materials to the classroom, to examine the learning performance of students. Finally, three conclusions are summarized as follows:
1. “History of modern design unit”in the Course of Introduction of design is not only for knowledge learning, but also focuses on the core competencies, which is the part that is currently lacking in teaching materials.
2. When designing multimedia-assisted teaching materials, it is necessary to consider how to organize the content to gradually guide students to absorb knowledge. In addition, four design processes are summarized: (1) Confirm teaching goals and learners' learning needs (2) Analyze subjects and data collection (3) Teaching materials content design and detailed item supplementation (4) Through expert certification or teaching experiments
3. Although the applicability judgment of Multimedia-Assisted Teaching Materials has reached the standard, the current content still needs to supplement and adjust the layout and content.

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