從專業能力需求探討「室內圖學」課程教學創新

室內圖學（Interior Drawing）是室內設計作品中一切構想、發展、呈現、溝通之交流手段，包括圖面作業規則與表現技術，由於語言無法精準的表達設計師的想法，因此須透過圖學的能力運用以傳達腦中的設計規劃。然而現今的設計教育中，學生容易認為圖學只是必須學習的一門課程，在進入職場時往往會需要大量的時間重新學習，學界與業界在圖學的育人與用人之間產生落差。因此，本研究的主要目的為：1.探討室內圖學之專業能力需求；2.探討當今大學室內設計圖學教育的課程現況與問題；3.調查分析室內圖學教師與室內設計師對圖學能力的期待；4.探討大學室內設計圖學課程之調配與改善。研究藉由文獻回顧法探討圖學能力的需求，以及課程設計的相關理論，並採用調查法從各校課程大綱中分析課程現況，透過教師與室內設計產業經營者的訪談，探討室內圖學能力培養的期待。從各校的圖學相關課程大綱中發現，各校對於圖學的目標、內容、標準內容等都有不同的定義，大多數圖學課程訓練也以製圖技術為主，間接造成學生能力不足以負荷產業中的需求，設計工作階段的訓練往往成為學生在職場中圖學能力的主要來源。經過了對圖學教師、產業經營者、新進員工的訪談後發現，圖學教師對於圖學能力的目標、評量，與產業的標準稍有落差，如學校的教學材料已經與業界標準不同；學生對於圖學課程的問題均出現在識圖能力的空間轉換問題上，而多數學校卻以製圖技術的訓練為主要教學目標等問題。研究最後以產業需求為導向作為圖學能力培養的目標，課程教學的方法則採用，如3D模型的二維平面圖學認知，與真實空間的圖學理解與應用，兩個部分，並統整提出一套包含教學訓練與評量的課程結構與內容，讓學生獲得與職場對應的圖學能力，以利學生未來進入設計產業中，減少重新學習的時間。

關鍵字

室內圖學；圖學能力；專業能力；成果導向；課程設計

並列摘要

Interior Drawing is the means of communication for conceptualizing, developing, presenting, and communicating all interior design works, including the rules of drawing operation and performance techniques. However, in today's design education, students tend to think that graphics is only a mandatory course, and when they enter the workplace, they often need a lot of time to relearn it, which creates a gap between the education and employment of graphics in the academia and the industry. Therefore, the main objectives of this study are: 1. to investigate the demand for professional competencies in interior graphics; 2. to explore the current curriculum and problems of interior design graphics education in universities; 3. to investigate and analyze the expectations of interior graphics teachers and interior designers in terms of graphics competencies; and 4. to explore the deployment and improvement of interior design graphics courses in universities. The study explored the demand for graphic competency and theories related to curriculum design by reviewing the literature, analyzing the current status of the curriculum from each school's syllabus by using a survey method, and exploring the expectations for the development of interior graphic competency through interviews with teachers and interior design industry operators. It was found from the syllabus of each school that each school has different definitions of the objectives, contents, and standard contents of graphics, and most of the training in graphics courses is mainly focused on drawing skills, which indirectly causes students' abilities to be insufficient to meet the demands of the industry. After interviewing graphic teachers, industry operators, and new employees, it was found that there is a slight discrepancy between the objectives and assessments of graphic ability of graphic teachers and industry standards, for example, the teaching materials in schools are different from industry standards; students' problems with the graphic curriculum are all about spatial transformation of diagramming ability, while most schools focus on training of drawing skills as the main teaching objective. The research finally takes the industry demand as the goal for the development of graphic ability, and the curriculum is taught in two parts, such as the 2D graphic awareness of 3D models and the real space graphic understanding and application, and proposes a set of curriculum structure and content that includes teaching training and assessment, so that students can obtain the graphic ability that corresponds to the workplace, so that students can enter the design industry in the future and reduce the time for relearning. This will help students to enter the design industry in the future and reduce the time spent on relearning.

並列關鍵字

Interior Drawing ； Drawing Competency ； Professional Competency ； Outcome-Based ； Curriculum Design

參考文獻

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