基本設計與室內設計的課程銜接問題

當前的室內設計教育，主要將四年的課程分為三個階段：一年級的基本設計、二、三年級的室內設計，以及最後一年的畢業設計。基本設計為一切設計的基礎，主要為培育學生基本點線面等二維概念；室內設計強調培養學生對於空間的三維應用；而畢業設計則著重培養學生解決問題的自我訓練。其中從基本設計課程轉入室內設計課程，在造型設計轉換到空間設計的過程中，學生常不知如何運用前階段所學，且在知識能力未完整建構的情況下，時常產生課程銜接上的困難。因此本研究主要目的為探討基本設計的教育意義，以及瞭解室內設計教育與能力培養之間的關係，進而分析基本設計與室內設計課程之間存在的銜接問題。研究先以關鍵詞：基本設計、室內設計、課程設計、設計教育等相關文獻進行蒐集，以建立研究的理論基礎，並就中原大學室內設計學系近四年的基本設計與室內設計之課程綱要、設計題目進行統整與分析，從中發現兩門課程之間缺乏適當銜接的問題。研究最終將課程銜接問題分為課程規劃、教師教學、學生學習三個主要面向進行探討，課程規劃面包含：1.跨年級間課程並無相互協調；2.課綱核心能力指標與教學目標不明確；3.題目未達成能力建構目標；4.從基本設計到室內設計之間的題目欠缺串聯。教師教學面包含：1.基本設計教學欠缺空間與尺度關係；2.室內設計教學較少造型相關訓練；3.評圖階段的指導與學生需求有落差。學生學習面包含：1.基本設計抽象概念轉化至實體的操作方式較難套入空間設計之中；2.與教師對評圖階段的期望不一致；3.較難統整學習到的所有能力。

關鍵字

基本設計；室內設計；課程設計；設計教育

並列摘要

The current interior design education mainly divides the four-year curriculum into three stages: basic design in the first year, interior design in the second and third grades, and graduation design in the final year. Basic design is the foundation of all designs, mainly to cultivate students' basic two-dimensional concepts such as points, lines and surfaces; interior design emphasizes the cultivation of students' three-dimensional application of space; and graduation design focuses on cultivating students' self-training in problem-solving. Among them, from the basic design course to the interior design course, in the process of transforming the modeling design to the space design, the students often do not know how to apply what they have learned in the previous stage, and when the knowledge and ability are not fully constructed, there are often difficulties in the connection of the courses. Therefore, the main purpose of this study is to explore the educational significance of basic design, understand the relationship between interior design education and ability development, and then analyze the connection between basic design and interior design courses. The research first collects relevant literatures such as key words: basic design, interior design, curriculum design, design education, etc. to establish the theoretical basis of the research, and analyzes the basic design and interior design curriculum syllabus of the Department of Interior Design of Chung Yuan Christian University for the past four years. The design topics are integrated and analyzed, and the problem of lack of proper connection between the two courses is found. The research finally divides the problem of curriculum cohesion into three main aspects: curriculum planning, teacher teaching, and student learning. The curriculum planning includes: 1. There is no coordination between courses across grades; 2. The core competency indicators of the syllabus are inconsistent with the teaching objectives. Clear; 3. The topics did not achieve the ability building goal; 4. The topics from basic design to interior design lacked connection. Teachers' teaching aspects include: 1. Basic design teaching lacks the relationship between space and scale; 2. Interior design teaching lacks modeling-related training; 3. There is a gap between the guidance and students' needs in the evaluation stage. The learning aspects of students include: 1. It is difficult to integrate the operation method of transforming the basic design abstract concepts into entities into the space design; 2. It is inconsistent with the teacher's expectations for the evaluation stage; 3. It is difficult to integrate all the abilities learned.

並列關鍵字

basic design ； interior design ； curriculum design ； design education

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