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研究生： 林揚傑
Lin, Yang-Chieh
論文名稱： 臺灣建築系 BIM 人才培育之產學落差與課程研究——以國立成功大學建築學系為例
Research on the Industry-Academia Gap and Curriculum in BIM Talent Cultivation in Taiwan's Architecture Departments—A Case Study of the Department of Architecture at National Cheng Kung University
指導教授： 陳震宇
Chen, Chen-Yu
學位類別： 碩士
Master
系所名稱： 規劃與設計學院 - 建築學系
Department of Architecture
論文出版年： 2026
畢業學年度： 114
語文別： 中文
論文頁數： 256
中文關鍵詞： 建築資訊模型 、BIM 教育 、建築教育 、產學落差 、人才培育
外文關鍵詞： Building Information Modeling, BIM education, architectural education, industry-academia gap, talent cultivation
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    • 隨著 BIM 由單純建模工具逐步轉向資訊整合、跨專業協作與流程管理之核心媒介，建築教育所面對的關鍵課題，已不再只是是否導入軟體教學，而是課程能否培養符合產業需求之能力結構。為回應此一問題，本研究以國立成功大學建築學系為研究場域，探討國內建築系所在 BIM 人才培育之課程現況、能力落差與產學接軌等課題。本研究採混合研究法，分別透過文獻回顧、學生問卷調查、教授訪談、建築師事務所訪談及三方比較整合法進行分析。其中學生部分主要以建築系高年級與碩士班學生共 100 人；教師則是以具 BIM 教學或課程整合經驗之教師共 8 位；產業界則是以不同規模的建築師事務所共 15 間做為調查與訪談之對象。而為釐清前述之三項課題，調查及訪談主要從以下六大構面：教育目標與產學落差認知、核心能力盤點、BIM 定位與學習目標、能力深度與應用層面、教學實踐與學習經驗、推動限制、資源與制度作為調查及分析之架構。
    研究結果如下：
    1. 學生、教師與建築師事務所皆認知學校教育與產業實務之間存在落差，但三方的判斷基準不同：學生部分關注學習成果能否轉化為職場能力；教師則是重視建築專業養成與實務接軌之平衡；而事務所則著重新進人員進入專案所需之基礎能力。
    2. 三方對BIM能力深度與可達成階段的判斷並不一致。學生與教授多認為畢業前可達 LOD200–300，事務所觀察到的應屆畢業生能力則多落於 LOD0–200，且進階能力仍須透過職場實務補足。三方落差主要集中於工程碰撞檢核、數量與成本控管、工程實務與法規及跨專業整合，顯示能力深度的差異大於能力項目本身的差異
    3. BIM 課程導入與執行的主要挑戰，包含學生先備知識與學習時間不足、教師實務經驗及課程受限時間不足造成整合困難、軟硬體資源限制，以及現今建築產業流程不夠成熟和對新鮮人能力標準不一。
    4. 針對較能提升BIM實務能力的教學方法，三方皆認為案例分析、實際或模擬專案、分組協作、業界講座、工作坊、實習及跨課程整合，有助於學生理解BIM與實務情境之關係；學習成果則可由模型構築之合理性、資訊正確性及模型與圖說之對應情形進行觀察。
    5. 三方皆認同產學合作之必要性，但對合作深度、責任分工及投入條件之理解則呈現不同之看法；學生重視實務接觸的直接性，教授重視合作與課程結構的整合性，事務所重視投入負擔與成果。此外對於業師講座、案例導入、成果回饋、工作坊、參訪與實習等形式，具有較高的接受意願。
    從上述之結果，本研究提出以下三點建議：第一，明確說明BIM在建築教育中的定位、課程目標與能力深度，將有助於學生理解不同學習階段與實務需求之關係。第二，透過增加案例、專案、分組協作及跨課程整合等學習方式，並將模型構築之合理性、資訊正確性及圖說關係納入BIM相關學習成果評斷標準。第三，依學校與事務所之時間、人力、資源及保密條件，教學上可採取業師講座、案例分享、工作坊、成果回饋、參訪與實習等具可行性的產學合作形式，以進一步提升課程與建築實務之連結。
    綜合而言，從調查的結果來看，當前建築專業教育對於 BIM 人才培育的核心問題，並非單一技能缺口，比較多的反而是教育定位、職場期待與能力轉譯之間的失衡與落差。未來，本研究建議可由學校、課程設計與產學合作三個核心同步推動，包括明確BIM 的教育定位、建立跨年級能力地圖與分級培育路徑、調整評圖與作業評量標準、深化實習內涵與案例共享機制，並以可持續之合作模式逐步提升建築教育與產業實務之接軌程度。

    This study examines Building Information Modeling (BIM) talent cultivation through a single-department case study of the Department of Architecture at National Cheng Kung University, focusing on curriculum conditions, competency gaps, and industry-academia alignment. A mixed-methods design combined literature review, questionnaires from 100 senior undergraduate and graduate students, interviews with 8 faculty members, interviews with 15 architectural firms, and a three-party comparative analysis. The analysis covered six dimensions: educational goals and perceptions of the industry-academia gap, core competencies, BIM positioning and learning objectives, competency depth and application scope, teaching practices and learning experiences, and implementation constraints and institutional conditions. The findings indicate that students, faculty, and firms generally recognize the importance of BIM but differ in how they define educational goals, expected competency depth, and workplace readiness. Students and faculty tended to place achievable BIM competency around LOD200-300, while firms often observed recent graduates at approximately LOD0-200 and emphasized drawing comprehension, construction knowledge, project workflow, and basic coordination in addition to modeling skills. All three groups supported case-based learning, project exercises, collaboration, industry participation, workshops, internships, and cross-course integration. Overall, the principal gap in this case is not a single software skill deficiency but a broader misalignment among educational positioning, competency interpretation, workplace expectations, and implementation conditions.

    摘要 I 誌謝 VII 目錄 IX 表目錄 XIV 圖目錄 XVI 第1章 緒論 1 1.1. 研究背景與動機 1 1.2. 研究目的與研究問題 4 1.3. 研究範圍與對象 6 1.4. 研究方法與流程 7 1.5. 名詞解釋 8 1.5.1. 建築資訊模型BIM 8 1.5.2. 建築、工程與營造產業AEC 8 1.5.3. 模型發展程度LOD 8 1.5.4. 共同資料環境CDE 11 1.5.5. 衝突檢測 11 1.5.6. 多維度 BIM 12 1.5.7. 資訊管理標準 12 1.5.8. 學用落差 12 第2章 文獻回顧 14 2.1. BIM 之概述與核心定義 14 2.1.1. BIM之定義 14 2.1.2. BIM之價值 16 2.1.3. BIM全球發展趨勢 19 2.2. 建築產業對 BIM 人才之能力需求分析 22 2.2.1. BIM 人才角色分級 22 2.2.2. BIM 人才職能要求統整歸納 24 2.2.2.1. 技術與工具能力 24 2.2.2.2. 資訊管理與資料標準能力 24 2.2.2.3. 工程專業知識 25 2.2.2.4. 專案流程與管理能力 25 2.2.2.5. 合作溝通與問題解決等軟實力 26 2.2.3. 綜合整理與產學落差 27 2.2.3.1. 技術成熟度落差：偏重基礎建模以至於進階實務不足 27 2.2.3.2. 標準與協作認知落差：標準化規範、資訊交付與跨域整合能力不足 28 2.3. BIM教育模式與國內外大學課程架構 29 2.3.1. BIM 教育模式 29 2.3.1.1. BIM 在建築教育中的定位：工具課 vs 專業整合能力 29 2.3.1.2. 常見BIM學習成果分類 31 2.3.1.3. 核心挑戰：跨域、跨課、跨年級銜接 33 2.3.2. 國際 BIM 教育模式整理 35 2.3.2.1. 獨立工具課（Standalone） 35 2.3.2.2. 嵌入式（Embedded in studio/technical courses） 35 2.3.2.3. 整合式專題／產學合作（Capstone/Industry project） 36 2.3.3. 國外案例比較（美／英／日／中） 39 2.3.3.1. 美國（US） 39 2.3.3.2. 英國（UK） 40 2.3.3.3. 日本（Japan） 41 2.3.3.4. 中國（China） 42 2.3.4. 臺灣 BIM 教育現況與國立成功大學教學架構 43 2.3.4.1. 國立成功大學課程路徑總覽 43 2.3.4.2. 在國立成功大學課程中的位置 44 2.3.4.3. 與國外相比的特色與不足 46 2.4. 臺灣建築教育與產學接軌之瓶頸 48 2.5. 小結 50 第 3 章 研究設計 52 3.1. 研究架構 52 3.2. 研究設計與研究流程： 53 3.3. 研究對象與資料蒐集： 53 3.3.1. 受訪學生簡介 53 3.3.2. 受訪教授簡介 53 3.3.3. 受訪事務所簡介 54 3.4. 研究工具 55 3.4.1. 六大構面 55 3.4.2. 學生問卷調查問題設計 58 3.4.3. 教授質性訪談問題設計 61 3.4.4. 事務所質性訪談問題設計 63 3.5. 資料分析方法 65 第4章 研究結果與整合分析 67 4.1. 構面一｜教育目標與產學落差認知 67 4.1.1. 學生 BIM 教育目標與產學落差認知 67 4.1.1.1. BIM 教育目標明確度 67 4.1.1.2. 學校教學與產業實務落差 69 4.1.2. 教授教育定位與課程接軌觀點 72 4.1.2.1. 建築教育目標與 BIM 導入定位 72 4.1.2.2. 學校教育與產業實務落差 76 4.1.3. 事務所課程接軌與實務需求評價 78 4.1.3.1. 學校課程貼近業界需求程度 78 4.1.4. 三方對照｜教育目標與產學落差認知比較 81 4.1.5. 小結｜教育目標轉譯與實務接軌落差 83 4.2. 構面二｜建築教育核心能力盤點 83 4.2.1. 學生就業能力與能力缺口自評 83 4.2.1.1. 學生進入建築產業的主要優勢 83 4.2.1.2. 學生進入建築產業的主要不足 87 4.2.2. 教授對學生核心能力養成觀點 90 4.2.2.1. 教授觀點下之學生未來就業優劣勢 90 4.2.3. 事務所新進人員能力需求評價 93 4.2.3.1. 事務所對學校教育不足觀察 93 4.2.3.2. 實務關鍵的技能缺口 96 4.2.4. 三方對照｜核心能力認知與能力權重比較 98 4.2.5. 小結｜建築專業核心能力與產業需求落差 100 4.3. 構面三｜BIM 的定位與學習目標 101 4.3.1. 學生 BIM 學習目標認知 101 4.3.1.1. BIM 導入建築課程的主要目標 101 4.3.2. 教授 BIM 教育定位與課程目標觀點 106 4.3.2.1. BIM 導入建築系課程目標 106 4.3.2.2. BIM 教育定位 108 4.3.3. 事務所 BIM 應用價值與發展趨勢評價 110 4.3.3.1. BIM 應用經驗整理 110 4.3.3.2. BIM 主要效益評價 113 4.3.3.3. BIM 發展趨勢觀察 116 4.3.4. 三方對照｜BIM 定位與學習目標比較 119 4.3.5. 小結｜BIM 教育定位的共識與分歧 122 4.4. 構面四｜BIM 能力深度與應用層面 122 4.4.1. 學生 BIM 應用範圍與能力層級自評 122 4.4.1.1. BIM 教學應用層面期待 123 4.4.1.2. 畢業時 BIM 應用能力層級自評 126 4.4.1.3. 產業所需 BIM 能力層級認知 129 4.4.1.4. 未來 BIM 使用頻率預期 132 4.4.2. 教授 BIM 教學深度與能力層級評估 134 4.4.2.1. BIM 教學涵蓋 LOD 階段與技術 135 4.4.2.2. 目前課程觸及 LOD 層級 138 4.4.3. 事務所 BIM 實務應用與新人能力期待 141 4.4.3.1. BIM 應用階段整理 141 4.4.3.2. 應屆畢業生與初階員工 LOD 能力期待 144 4.4.4. 三方對照｜BIM 能力深度與應用落差比較 146 4.4.5. 小結｜BIM 能力分級與產學培育路徑 149 4.5. 構面五｜教學實踐與學習經驗 150 4.5.1. 學生 BIM 學習經驗與教學方法評價 150 4.5.1.1. BIM 融入現有課程程度 150 4.5.1.2. BIM 課程涵蓋程度 153 4.5.1.3. BIM 學習方法經驗整理 156 4.5.1.4. BIM 有效教學方法評價 160 4.5.1.5. BIM 產學合作需求 163 4.5.1.6. 學生其他意見整理 167 4.5.2. 教授 BIM 教學方法與課程整合觀點 170 4.5.2.1. BIM 融入現有課程策略 170 4.5.2.2. BIM 教學方法整理 172 4.5.2.3. BIM 產學合作模式 175 4.5.2.4. 業界資源與合作方式 177 4.5.3 事務所教育訓練與產學合作看法 179 4.5.3.1. 事務所內部教育訓練情形 179 4.5.3.2. 產學合作方式 182 4.5.3.3. 學校 BIM 教學建議 185 4.5.3.4. 事務所其他意見彙整 187 4.5.4. 三方對照｜有效教學方法與合作缺口比較 190 4.5.5. 小結｜BIM 教學實踐與課程整合方向 192 4.6. 構面六｜推動限制、資源與制度 192 4.6.1. 學生 BIM 學習限制認知 193 4.6.2. 教授 BIM 教學限制與資源條件觀點 198 4.6.3. 事務所 BIM 導入限制與產業條件觀察 200 4.6.4. 三方對照｜推動限制與制度障礙比較 204 4.6.5. 小結｜BIM 教育推動條件與制度性限制 205 第5章 結論與建議 206 5.1. 研究結論 206 5.2 研究建議 213 5.2.1 明確說明BIM教育定位與能力深度 214 5.2.2 增加案例、專案與整合性BIM學習經驗 215 5.2.3 採取具可行條件之產學合作形式 216 5.2.4小結 217 5.3. 研究限制 217 5.4. 後續研究建議 220 第6章 參考文獻 224 6.1. 中文參考文獻 224 6.2. 外文參考文獻 224 附錄 230

    6.1. 中文參考文獻
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