建筑學一年級基礎課程討論

客座編輯：徐亮

責任編輯：沈少娟

建筑學一年級基礎課程討論

ARCHITECTURAL EDUCATION

客座編輯：徐亮

責任編輯：沈少娟

建筑教育

編者按：

本期建筑教育欄目介紹了三門建筑類一年級基礎課程。在組稿過程中，我們希望各位作者可以在介紹其課程內容之余，對其課程發展背后的教學法思考展開討論，以期為建筑及其相關學系的教師提供有效的教學參考。

香港大學的“景觀表現”有別于傳統的繪畫類課程，其核心在于如何閱讀和闡釋日常生活環境，而非“真實再現”的繪畫技巧傳授。同時，課程考核主要基于學生繪畫表現能力的過程發展，而非學生的最終成果。重視能力進步的多寡，可以有效規避不同學生本身基礎差異的影響。香港中文大學的“建筑入門”課程根植于裝配部件教學法，通過一組抽象空間的模型操作訓練遞進式討論基本的空間“形式、構成、系統與體驗”問題，從而實現空間訓練的可教性。同樣作為基礎設計課程，佐治亞理工采用的策略大相徑庭：根據建筑的不同定義直接展開一組建筑設計，并在訓練推進的過程中重視建筑理論的輸入。

Editorial:

In this issue, we introduced three introductory courses in architectural studies. In order to serve as an inspiring reference to our readers, each article describes the content and development of the course throughout the semester but most importantly the pedagogical thinking.

First, Landscape Representation from The University of Hong Kong focuses on the reading and interpretation of our living environment rather than on the teaching of representational drawing techniques. Since it aims at emphasizing the iterative nature of the drawing process, it introduces an assessment method based on students’ progress throughout the course, making it quite unconventional. The teaching case from the Chinese University of Hong Kong, Introduction to Architecture, is based on the Kit-of-Parts design pedagogy. By working on a series of abstract spatial exercises, key issues (e.g. form, composition, system and experience) are gradually introduced and discussed during the training process. The basic design course, Fundamentals of Design and the Built Environment, delivered at Georgia Tech, presents a different strategy for the frst-year studio teaching. Students are exposed to a series of design problems and architectural theories from the very beginning.