近期數位建築設計的發展已經受到相當程度的重視，並開始為建築業界所廣泛使用。當同學在低年級已經完成了基本的建築設計訓練，如何在高年級的獨立設計工作室中引導不太熟悉數位操作的同學，開始學習並培養數位建築設計的觀念便顯得更加重要。本論文中將討論以基礎數位設計結合數位製造的教學，並介紹兩個學期的題目構想、設計操作方式、與教學時間等內容，呈現同學們代表性的建築設計作品，針對於操作中所遭遇的問題、啟發、與感想提出討論，希望藉由此教學經驗的提出，對於未來相關數位設計工作室的發展有所助益。關於課程設計中第一個教案「概念機器」受到法國哲學家吉爾･德勒茲「抽象機器」、丹尼爾･里伯斯金「三部建築的機器」與「微･兆」的啟發；第二個教案「織理建築」源自於戈特弗里德•森佩爾《建築四要素》一書中關於「建築織理性」與肯尼斯•弗蘭普頓《建構文化研究》中對於「構築」之討論。設計操作上，首先以數位製造生產概念模型，加以詮釋後並產生參數化圖解，再將圖解轉換成可行的建築設計方案，最後本文將以帕特里克･舒馬赫的「參數化圖解」模型提出關於兩個教案的比對討論。

The development of digital architectural design has recently received significant attention and has been widely applied in the architectural community. Therefore, after the students have completed the fundamental architectural design training in the lower grades, how to make the students in the senior grades who are not familiar with the digital design begin to learn the concept of the digital architecture becomes very important. In this research, two-semester courses will be introduced: “abstract machine” and “Archi-Textile”. The design and instruction for the first-coursewere influenced by the French philosopher Gilles Deleuze’s "Abstract Machine", Daniel Libeskind’s "Three Machines of Architecture" and "Micromega". The second-course "Archi-Textile" was influenced by Gottfried Semper’s "Four Elements of Architecture" and Kenneth Frampton’s "Studies in Tectonic Culture". In terms of design operation, digital fabrication was implemented for the production of conceptual models to generate the parametric diagrams, and then the parametric diagrams were converted into feasible architectural design schemata. Finally, according to Patrick Schumacher’s "Parametric Diagram" model, the comparison of these two courses will be deliberated. The topic, schedule, results, problems, and inspirations for these two courses will be discussed, and anticipating the experiences will be helpful for the relevant digital design studios in the future.