本文以设计研究理论为基础，对胜任力本位教育指导下的建筑设计教育方法进行了系统探究，试图为完善建筑设计教育的理论基础，为我国推行胜任力本位建筑设计教育改革提供切入点。在对胜任力理论、胜任力本位教育思想以及设计研究理论进行系统综述的基础上，本文主要针对胜任力本位教育的3个核心问题展开研究，并得出了相应的结论。 首先，设计胜任力的内涵及其组成是什么？本文通过对157名一线设计师的主体事件访谈资料所进行的质化编码分析，得到了优秀设计师需要具备的9大类58项关键胜任素质，构建了设计胜任素质清单。同时借助设计研究理论成果对清单中的各项胜任素质进行了归因分析。 其次，目前我国建筑设计教育对学生设计胜任力的培养效果如何？本文从评估政策、雇主评价和学生自评3个视角，对我国建筑学专业教育的设计胜任力培养现状进行了定性及定量研究，总结归纳出了我国建筑学专业教育对学生设计胜任力培养的4点不足，并指出“教学失效”是造成上述不足的重要原因之一。 最后，如何通过教学手段培养、提升学生的设计胜任力？本文通过分析建筑设计教学中造成教学失效的潜在原因，结合设计研究的有关理论，提出了一套基于“设计情境任务”的胜任力本位建筑教学的设计、实施、评价及研究方法，并通过一个真实的建筑设计教学案例，初步验证了该方法的可行性。之后将上述结论拓展至课程体系层面，提出了构建胜任力本位建筑设计专业课程体系的一系列改革构想。

In this thesis, the author conducts a systematic inquiry on competence-based architectural design education methods that based on design theories and methodologies，trying to provide a theoretical base for the reform of the Chinese architectural design education in the new era. Based on a detailed literature review on competence theory, competence-based education ideology as well as design theories and methodologies, the author raises three main arguments on three core issues about competence-based architectural design education respectively.The first is about the constitution of design competence. In chapter 3, the author conducts a BEI research on 157 active designers about design competencies and then constructs an inventory of design competencies with 58 items in 9 categories. An attribution analysis is attached as a proof of validity.The second is about the present situation on the training of design competence among the architecture schools in China. In chapter 4, three sub-researches, focusing on the program accreditation indicator system, the employers’ review and students’ self-reflection, are carried on in order to depict an overall picture of the training effect of design competence. The result reveals 4 main drawbacks, and most of which can be impute to the “teaching failure” in the design studio.The third is about the teaching of design competence. In chapter 5-6, the author raises a set of competence-based architectural design teaching methods based on “design scenario”, a term that originates from classical design research theories, and puts such method into real practice in order to verify its feasibility. As an extension, in chapter 7, the author proposes a series of curricular system reform schemes, derived from the conclusions above, as a worthy reference for guiding the upcoming reforms of the architectural design education in China.