建筑学一年级基础课程讨论

客座编辑：徐亮

责任编辑：沈少娟

建筑学一年级基础课程讨论

ARCHITECTURAL EDUCATION

客座编辑：徐亮

责任编辑：沈少娟

建筑教育

编者按：

本期建筑教育栏目介绍了三门建筑类一年级基础课程。在组稿过程中，我们希望各位作者可以在介绍其课程内容之余，对其课程发展背后的教学法思考展开讨论，以期为建筑及其相关学系的教师提供有效的教学参考。

香港大学的“景观表现”有别于传统的绘画类课程，其核心在于如何阅读和阐释日常生活环境，而非“真实再现”的绘画技巧传授。同时，课程考核主要基于学生绘画表现能力的过程发展，而非学生的最终成果。重视能力进步的多寡，可以有效规避不同学生本身基础差异的影响。香港中文大学的“建筑入门”课程根植于装配部件教学法，通过一组抽象空间的模型操作训练递进式讨论基本的空间“形式、构成、系统与体验”问题，从而实现空间训练的可教性。同样作为基础设计课程，佐治亚理工采用的策略大相径庭：根据建筑的不同定义直接展开一组建筑设计，并在训练推进的过程中重视建筑理论的输入。

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.