室內設計教育專業分項之需求－以非住宅與住宅差異為例

Professional Course Streaming in Interior Design: Example of Differences between Residential and Non-Residential Space

謝淳鈺(Cynthia Chun-Yu Hsieh) ； 顧擇承(Tse-Cheng Ku)

《建築學報》 120_S期：建築設計教學及設計教育專刊Ⅳ (2022/06) Pp. 1-21

https://doi.org/10.53106/101632122022060120007

摘要

室內設計空間類型多元廣泛，包括商業空間、辦公空間、住宅空間，細分又可有所謂餐飲、銷售、廠辦等等，如何讓高等設計教育能夠應付外界不同類型的設計工作是很重要的一環。本研究針對學界、業界之間的學用落差，提出兩個問題1.在室內設計執業領域中其非住宅與住宅空間其工作內容的差異為何？2.針對學用合一之目標，室內設計教育以住宅－非住宅空間專業分流的可能性？本研究以步驟一質性：「專家訪談法」，討論教育與執業過程中，對於住宅與非住宅兩種類型的專業知能差異探討。步驟二量性：「問卷調查法」，針對文獻與步驟一所整理出的室內設計專業學習項目以問卷了解各項專業知能的差異細節。研究結果發現，本研究所歸納出的31個專業學習項目可分為五大面向探討：1.使用者與使用評估2.專業知識3.溝通與呈現4.文件與法規5.工程管理整合。此五種面向在質性與量性分析皆呈現顯著差異，其中以專業知識差異最大，溝通與呈現差異最小，顯示若想要拉近產學距離，在專業知識面向中高度差異之項目，授課規劃上確實有分流教學之必要。

關鍵字

設計教育 ； 學用落差 ； 專業分項 ； 住宅空間 ； 課程分流

並列摘要

The types of interior design spaces are much diversified, including commercial, office and residential spaces, which can also be divided into food, sales industry, and factory offices. This research is focusing on asking two questions in responding to the gap between the industry and academia. 1. What is the difference in the work content between non-residential and residential spaces in interior design practice? 2. Is it possible for interior design education to have professional courses for non-residential space and residential space respectively (streaming)? Step one: Qualitative: expert interview method- this method discusses the difference between residential and non-residential professional knowledge in the process of education and career. Step two: Quantitative: Questionnaire survey method, based on the interior design work items sorted out in the literature and method one, we use questionnaires to understand the detailed differences in professional knowledge of each different category. The results of the study have found that there are 31 professional work items can be divided into five major aspects: 1. User and their evaluation. 2. Professional knowledge. 3. Communication and presentation. 4. Documents and regulations. 5. Project management integration. These five aspects show significant differences in both qualitative and quantitative analysis. Among them, aspects2 is the most significant, while aspects3 is the least significant. This result demonstrates that if we want to narrow down the gap between industry and academia, it will be necessary to teach courses with medium, high level of differences and difficulties by utilizing streaming education.

並列關鍵字

Design Education ； Gap between Education and Application ； Professional Diversification ； Residential Space ； Streaming In Education

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