基本設計教、學與論述的多重對話架構初探—「空間概念詞彙」作為課程研究的方法

An Initial Exploration of Multiple Dialogues Framework in Basic Design Education and Discourse: "Spatial Conceptual Vocabulary" as a Method for Curriculum Research

基本設計工作室一直扮演著初學者認識空間的重要角色。在詞彙作為知識理解的基礎上，本文整理了空間概念詞彙在空間設計教育活動中發揮關鍵作用的現象，並將此現象視為教與學雙方，開展由課程設計實踐建築論述、由課程知識整合空間經驗的反映。在設計工作室特殊的教學與評圖模式下，教學文件可視為教學與實踐以及評論三方之間交流的基礎。在台灣空間設計教育長期仰賴進口論述的現實下，課程研究本身需要考慮其形成與發展，以理解當代的視野對當時課程的影響。研究嘗試在阿德里安･福蒂對空間一詞評論的背景下，探究一個以文獻回顧法與教學文件分析所形成的三部分論述框架，有助於教、學、評三方由建築理論實驗設計教學、由設計教學反饋建築理論、由設計研究評介理論實踐，多方之間的系統性對話。

 

The Basic Design studio has always played an essential role in introducing beginners to spatial awareness. Based on understanding vocabulary as the foundation of knowledge, this paper explores the critical role of spatial conceptual vocabulary in spatial design education. This phenomenon reflects the integration of course knowledge and spatial experience in teaching and learning. Within the design studio’s unique teaching and evaluation model, instructional documents serve as the basis for communication among teaching, practice, and critique. In Taiwan’s spatial design education, which often relies on imported discourses, it is necessary to consider the formation and development of curriculum research to understand the influence of contemporary perspectives on past curricula. This study aims to investigate a three-part discourse framework developed through a literature review and analysis of instructional documents, with reference to Adrian Forty’s commentary on the concept of space. This framework will contribute to a systematic dialogue among the three parties, encompassing the experimental design teaching of architectural theory, the feedback of architectural theory through design teaching, and the evaluation of theoretical practices through design research.