授之以渔——以建筑学课程设计成果为例解析空间操作法

建筑学课程具有感性与理性、艺术与技术相融合的特点,导致其创意构思、过程深化、成果设计很难被度量,设计课程教学普遍无章可循、无例可依,难以用规范性方法和阶段化步骤进行把控,教学效果存在较大起伏。本文以建筑学三年级课程设计成果为例,通过对空间操作法进行解析,引导学生掌握契合任务目标及制约要素的学习方法,构建符合自身、逻辑成熟的设计语汇,由浅入深、由简入繁,实现培养和提升学生的专业素养。

Methodology: The analysis of spatial operation method with architecture curriculum design results as an example

Due to architecture courses’characteristics of combination of sensibility and rationality,connection of art and technology,it is difficult to measure the conception,deepening process and design results of architectural courses.This also makes design course teaching generally have no rules to follow and cannot be followed,and it is difficult to use standard methods and step-by-step procedures to explain and impart the courses.The teaching effect fluctuates greatly.Taking the curriculum design results of third grade of architecture as an example,by analyzing the spatial operation method,the students are guided to master the learning method of adapting to task goals and restricting elements and construct a self-contained and logically mature design vocabulary,and students’professional accomplishment is cultivated from the shallow to the deep and from the simple to the complex.