我國技職教育體系自1996年起積極改革，主要之變革爲提供技職學生進修高等學位的機會 ，以建築專業系所爲例：科技校院體系以培育具統整相關專業之高等營建設計人才爲目標，然 而師資普遍來自一般大學體系，課程架構亦仿照一般大學，導致不具特色而降低於業界之競爭 力，未能落實技職教育體制改革之本意。本研究之主要目的在於建立科技校院建築學系之課程 規劃架構，以反應技職院校課程更須迅速配合社會變遷和因應產業發展而調整之特質。 本文回顧技職體系課程之發展沿革，分析泰勒的目標模式與過程模式、強調以職場需求與 學習者能力爲導向之能力本位課程內涵與訓練、並參酌『群集課程』概念等課程理論，發展出 符合我國技職教育理念之三種建築系課程架構：（1)單位行業之主軸模式（2)群集行業之多 軸模式（3)群集特定行業之模矩模式。依照系所相關條件選定某種課程模式後，當可規劃設 計出展現技職特色之學校本位課程。

The education system of technical vocation enthusiastically changed to provide a lot of opportunities to enter the higher academy in 1996. Including the architecture, therefore we have to examine our architecture curriculum and make sure it fulfills the needs of architecture field. So far as we see, the curriculum framework follows that of university. Such way is not able to distinguish the differences between the technical university and the regular university. The purpose of the study intends to establish the architecture curriculum in technical university in order to serve the needs of architecture vocation. By studying objective model vs. process model, Competency-Based principle and the cluster curriculum framework, we are able to develop some curricula structure model, which fit the needs of architecture technology of Taiwan and help students prepare their job training before entering job market with useful skills. What curricula structure model will be adapted depend on the decision of department policy. For example, we infill the curricula of architecture department (Chaoyang University of Technology) into one of the curricula structure models to show how to design and evaluating School-Based curriculum.