真實與抽象之間：以東海建築系三年級設計課程教學理念為例

Between Reality and Abstraction: A Case Study at the 3rd Year Design Studio of the Department of Architecture of Tunghai University

建築設計課作為建築教育課程結構的核心，一般被認為是建築設計實踐的統整性基礎訓練。然而，在面對當前的社會、經濟、生態和技術的真實面向，以及在當代建築環境與科技快速變遷的趨勢時，思考建築設計訓練如何面對真實構築與抽象操作之間複雜而多重的辯證關係，並重新考慮設計工作室在建築教育的傳統教學架構中的作用，是本文試圖思考的核心問題。從當代建築課題日趨寬廣與多元的境況來看，真實世界的變化引導著建築知識體系與教學架構的改變，在面對多元變動與未知的挑戰時，在基礎建築設計能力的培養上，如何啟發學生具備開放的心智與獨立思考的能力，以積極態度面對真實建築場域，成為建築設計課程的終極目標。故此，本文以東海大學建築系的設計課程為對象，在五年制的大學部基礎建築設計教育中，針對三年級設計課作為承接基礎訓練與開啟面向真實構築的銜接與轉化時期，進行設計工作室中的設計教學和實踐成果進行說明，以「建築設計」作為統合課程，透過具體設計操作演練的訓練，連接抽象思考與真實構築之間的建築設計能力，成為設計課與設計工作室的關鍵。

 

Design studio as the core in architectural education is generally considered to be the basic training of architectural practice.The complex and multiple dialectical relationships between reality of building construction and the abstraction of design thinking is critical of facing the current social, economic, ecological and technological realities;and at the same time in the cultivation of basic design capabilities, and in the trend of contemporary architectural environment and technological changes. This paper presents a case study for design-studio teaching in architecture schools that aims to rethinking the role of design studios in the traditional teaching structure of architectural education.From the perspective of the increasingly broad and diverse situation of contemporary architecture, the changes in the real world guide the changes in the building knowledge system and teaching structure. Therefore, the discipline of architecture is not only about solving problems, reducing complexity, or optimizing functions, but rather in design thinking processes to make problems fruitful, articulating complexity, and giving a face to reality between reality and abstraction.This paper aims at the third-grade design course as the linkage between basic design ability training and the real building construction knowledge, and shows the dialectic between design thinking and practice of building knowledge. How to inspire students with open-minds and independent thinking in the face of multiple changes and unknown challenges, and ability to face the real construction environment become the goal of the architectural design curriculum.