| Summary: | 碩士 === 樹德科技大學 === 建築與室內設計研究所 === 100 === This study aims to figure out current state of teaching and assessment of interior design, and also teachers’, students’, and practitioners’ views and attitude against teaching model and learning assessment performed for curriculum of interior design. And it reported current state and provided suggestions based on the results found here, for reference for establishment of future teaching and assessment. This study also collected related works on teaching principles, design education, teaching assessment, and interior design through literature review as theoretical foundation and established interview framework and questionnaire. Here, teachers of Tainan University of Technology, Shu Te University, and Tung Fang Design University were enrolled to participate in interview, and the viewpoints of practitioners and students were consulted to investigate their views and attitude to teaching model and learning assessment of interior design. Major results of investigation are as follows:
1.Teaching purpose and content of interior design curriculum’s subjects progressively follow and integrate teaching model of each grade in order to foster students’ professional ability and skills so that students can apply them to occupational sites.
2.Support of equipment and resource of interior design curriculum’s subjects has three categories: (a) hardware equipment and resource; (b) software resource; and (c) human relationship resource.
3.Subject schools tend to adopt a common teaching model which is small class/team teaching, which aims to foster students’ ability of cooperation and active learning. Currently, teaching models adopted by schools tends towards problem-guided teaching which is an indirect teaching strategy.
4.Drawing review of interior design curriculum serves as a mechanism of communication and feedback teaching. Drawing review can be classified into two ways: (a) close-informal drawing review; (b) open-normal drawing review.
5.Assessment of interior design curriculum’s subjects is non-structural learning assessment. All subject schools mainly employ staged and work assessment for learning assessment of interior design curriculum. In addition, Tainan University of Technology’s and Tung Fang Design University’s learning assessment include common and graded assessment and proportional assessment, while Shu Te University adopts responsibility assessment. The research suggests establishing a standard format as reference for assessment based on portfolio.
6.The curriculum of interior design is practical for drawing modification teaching one on one and will achieve better learning efficacy.
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