随着新时期教育评价改革的不断深化，专业教育评价应该如何进行改革和创新，已逐步成为当下高等教育评价理论研究的一个热点课题。本研究以中国室内 设计专业教育竞争力为对象，围绕其理论构成、表现特征、监测指标、评价方法 等问题展开研究探索，在借鉴美国 CIDA 室内设计专业课程认证以及美国NCIDQ 室 内设计职业认证的经验和标准同时，从现代高等教育办学基本规律出发，将专业 教育流程分解为输入、转化、输出三个关键环节，运用层次分析方法和计量比较原则选取若干要素指标，以“结果为导向”和“学生为导向”的视角，尝试构建 一套以数据分析为基础，既符合中国教育国情特点同时又兼具科学性和公平性的中国室内设计专业教育竞争力的评价模型。 研究邀请定向专家累计 40 人次、行业专家累计 160 人次进行德尔菲法专家调 研，通过定向专家对评价模型的指标打分以及根据专家打分计算出各指标的权重之后，构建了一级指标 3 个，二级指标 12 个，三级指标 26 个的“ICO 动态三角评 价模型”。在模型建立后选取 26 所入围国家级一流环境设计专业建设点和国家级一流建筑专业建设点的标杆性院校，从中选取开设室内设计专业方向或人才培养方案中明确培养室内设计人才的院校，进行评价模型的数据模拟验证，以分析不同实证院校在输入竞争力、转化竞争力、输出竞争力，以及综合竞争力等方面的差异。分析后对实证院校的数据模拟结果进行了 8 种竞争力分类，并针对竞争力分类中发现的问题提出对策建议，为中国室内设计专业教育竞争力评价体系的建设投石问路。 本研究成果可作为第三方评价工具或院校竞争力自查工具，通过与数据采样院校各项指标进行对比，发现自身竞争力与标杆院校的差距，在明晰自身的竞争 力类型后，运用对标管理方法针对性地进行各环节的竞争力建设。由于本研究当 下采集的数据以院校为单位进行统计为主，只有极少部分院校进行了分专业数据 统计，因此本研究现阶段数据仅作为模拟验证，未来按政策开始进行分专业数据 统计后，研究的数据精确度可进一步提升。本研究后续将持续探索中国室内设计 专业教育常态化数据采集路径，为教育决策和教育评价提供更为准确的基础数据。

With the deepening of educational evaluation reform in the new era, how to reform and innovate professional education evaluation has gradually become a hot topic in the theoretical research of higher education evaluation. This study takes the educational competitiveness of Chinese Interior Design Major as the object, focuses on its theoretical composition, performance indexes, monitoring indicators, evaluation methods and other issues, draws lessons from the experience and standards of American CIDA interior design professional program certification and American NCIDQ interior design professional certification, and starts from the basic law of operating a school of modern higher education, the research divide education process into three key linked procedure: Input, Conversion and Outcome. Using the Analytic Hierarchy Process method to explore the evaluation of Interior Design measurement, several key element indicators are selected to build the evaluation hierarchy based on the perspective of "Outcome Base Education" and "Student Oriented Education", the evaluation model of educational competitiveness of Interior Design in China is not only in line with the characteristics of China's educational conditions, but also base on scientific analysis and formative assessment. The research invited 40 directed experts and 160 non-directed industry experts to conduct Delphi expert research. After scoring the indicators of the evaluation model and calculating the weight of each indicator according to the expert scoring, the "ICO dynamic triangular evaluation model" with 3 primary indicators, 12 secondary indicators and 26 tertiary indicators was constructed. After the establishment of the model, the research select 26 bench-marking colleges, which are nominated for national first-class environmental design professional and national first-class architectural professional colleges and universities, those offer interior design majors to conduct data simulation verification of the evaluation model, and analyze the differences of the selected colleges and universities in Input competitiveness, Conversion competitiveness, Outcome competitiveness and Comprehensive competitiveness. After analyzing the data, the selected colleges and universities are classified into eight kinds of competitiveness category, and put forward countermeasures and suggestions for the problems found in the competitiveness classification, so as to explore the way to enhance the education competitiveness evaluation system of Interior Design education in China.The research results can be used as a third-party evaluation tool or a self-examined tool for the Interior Design education competitiveness of colleges and universities. By comparing with various indicators of data samples, the user can find the gap between its own competitiveness and bench-marking colleges and universities. After clarifying the types of user’s own competitiveness, the user can use the bench-marking management method to build the competitiveness of its own. Since the data collected in this study is mainly based on colleges and universities, and only a few colleges and universities have carried out major-based data statistics, the data in this study at this stage is only used for simulation verification. After the major-based data statistics are carried out according to the policy in the future, the data accuracy of the study can be further improved. This study will continue to explore the path to normalize data collection of interior design education in China, so as to provide more accurate basic data for educational decision-making and educational evaluation.