Architectural education derived from Bauhaus had strongly concerned with societies and environments. However, after certain developments for several decades, students’ designs usually stress more on geometrical operation of forms, ignoring thinking contexts behinds abstract consideration and practices. It resulted in architectural forms of universalism lacking regional characteristics. Since the exhibition ‘Architecture Without Architects’ in 1964 took place, Christopher Alexander’s A Pattern Language: Towns, Buildings, Construction and Kenneth Frampton’s argument of critical regionalism came along in similar tunes. They all revealed their critiques of modern architecture, and they attempted using the idea of ‘region’ to interweave thinking and operation of architectural design. The intertextuality of environment and culture have become important sources of development of design concepts. Therefore, ‘intertextuality’ has turned to be my key approach while teaching architectural design in the third year for undergraduate students. For the transformation and practice of intertextuality of architectural design, students’ design processes need to combine research and design aspects with procedures of observation, analysis, experiments, transformation and re-examination. These approaches can assess the interrelationship between design, concept and development. In these design procedures, I tried to lead students’ projects, while they establishing their thinking contexts of design, to communicate with the environments and themes. It might furthermore help students to develop their own design approaches and styles.
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