我國室內設計師所需專業能力之研究

The Study of Interior Designers’ Professional Requirements

高月惠(chris kao)

指導教授 ： 林　靜 ； 楊紹裘

國立臺灣師範大學/科技學院/工業教育學系/碩士(2002年)

摘要

本研究以訪談及問卷蒐集室內設計業界看法，藉此探討我國室內設計師所需專業能力。首先分析有關能力、室內設計內涵及趨勢、室內設計師專業能力之研究等文獻，其次就分析結果參考室內設計相關業界、教育界及訪談研究法專家進行訪談大綱及問卷編製，藉此二項工具蒐集業界近四十位室內設計專家對室內設計師所需專業能力之看法。
研究結果顯示以廣義來說，室內設計師所需能力可分為六個部分：1.價值態度方面所需的能力有：興趣、自我要求、不斷學習、理性判斷、組織能力、合作協同、人際技能、協商技能、服務態度、同理心、反省能力等；2.個人屬性方面的能力有：個人責任、自我尊重、自我管理、目標設定技能、個人與生涯發展技能、自我調整、責任感、自我了解、情緒管理、折衷技能、敏感；3.文化瞭解方面所需的能力有：統籌能力、與不同文化背景之人工作、協調、跨越文化差異建立秩序與運用規則；4.基本技能方面：聽、說、讀、寫、算等、表達、語言能力；5.學習能力以及6.其他：信仰、找出缺點的能力、細心、好奇、尊重他人。另外在狹義的專業能力部分，則找出有十八個部分。而影響室內設計師職涯發展最深遠的能力則為：熱忱態度、自我反省、自我成長、專業等。
建議教育界在開設室內設計相關課程時，能以所需具備之能力為基礎，以融入課程方式，涵養培育學生具備各項重要的能力及態度，教育界不比行業界擁有實務環境，但在培養學生通識技能或價值態度卻極具優勢，在學校階段尤其應該重視學生價值態度方面的能力，如：興趣、自我要求、同理心…等

關鍵字

室內設計師 ； 專業能力

並列摘要

Through interviews and by analyzing the questionnaires filled out by domestic interior designers, this research explores the essentials and the professional requirements of the interior design education. First of all, I have gathered and collected all the available data, documents and surveys related to the interior design industry as well as its education. Then from the analyses of these quantities of information, combined with my observation of the interior design trends of the modern times, I devised a set of questionnaires concerning issues about interior design education, and interviewed approximately forty interior workers, designers, and experts, inquiring of their opinions from their work experiences about the distinctive qualities and the professional requirements of an interior design education.
Broadly defined, the qualities demanded by a qualified interior designer involve the following six categories: (1) Individual values, including interest, self-aspiration, rational judgment, organizing ability, cooperative attitude, service attitude, empathy, social technique, consultative ability, self-reflective ability, etc. (2) Individual proprieties, including self-awareness, self-esteem, self-adjustment, emotional balance, goal-orientation, sensibility, a sense of responsibility, etc. (3) Cultural keenness, including awareness of diverse cultures, management of conflict, integrating and coordinating abilities, regulation and order enforcement abilities, etc. (4) Basic qualifications, including calculating ability, self-expressing ability, listening, reading and writing abilities, etc. (5) Learning capacity. (6) Individual belief, thoughtfulness, curiosity, respect for others, and other relevant qualities. Specifically, there also includes eighteen professional traits concerning interior design professional qualities. Among them the most remarkable and far-reaching ones are enthusiasm, self-reflective ability, self-growth capacity, etc.
In this research, I strongly propose that in devising a curriculum related to interior design, the educational authorities should build and instill in students, based on their respective potentialities, sound values, constructive attitudes, and professional knowledge and skills and provide them with an easy approach to all necessary information. The school environment apparently has an advantage over practical interior design industry in supplying a liberal education for the students. Therefore, during the schooling, apart from skill acquisition, students above all should be made conscious of their values, interests, independent thinking, and an aspiration for achievement. This, to my mind, is the most significant aspect in interior design education.

並列關鍵字

interior designer ； professional requirements

參考文獻

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