｢變｣與｢不變｣－國立聯合大學建築學系設計教學之多元暨實作教案

Transformed or Untransformed - The Diversity of Design Instruction and Practical Academic Lesson Plan in the Department of Architecture of the National United University

近年來台灣高教面臨創新轉型的洪流與少子化的局勢，對獨特的建築設計教育是一種挑戰，讓一切習以為常的核心課程教學模式被迫思考如何改變因應。聯合大學建築學系除了躬逢外在的浪潮衝擊，創設四十餘年以來歷經兩次轉型契機，一是在2003年由｢技職｣轉｢高教｣成為綜合型大學，二是在2014年從｢理工學院｣轉隸｢設計學院｣，也因此擁有獨特的“微教改”條件，不為改變而自然改變。經過十多年的醞釀與近三年的創新轉型，不變的堅持是技職教育優良傳統的動手實構築課程，蛻變的則是多元開放的國際交流活動及設計工作坊等縱橫互補的養成教育。本文介紹大一至大三的建築設計課程，在｢多元、開放、實構築｣主軸下規劃教案，如何奠定學生自主學習的基本態度及腳踏實地團隊合作的責任感，達成培養｢具有永續思維，能夠創新、統整及應用專業知識與技能的建築人才｣之教育目標。

 

In recent years, a wave of innovation in higher education has been accompanied by a falling fertility rate which became a challenge to this unique education system of architecture. As result, we have to rethink how to respond and develop the modules of core curriculum. The department of Architecture of NUU was founded over 40 years ago, during this period we’ve faced two major transformations: one was transferring the Technical and Vocational Education system to a Comprehensive University in 2003; another one was from College of Science transformed into College of Design in 2014. Hence, this unique "micro-education reform" was been introduced naturally. After nearly a decade of developments and innovation approaches in the recent 3 years, aiming to adhere the same belief of experimental tectonic architecture course from Technical and vocational Education system and transforming formative education into multivariate international academic exchanges and design workshops etc.… This is an introduction to explain a lesson plan for the 3 main subjects: Diversity, Open and Experimental Tectonic Architecture in the architectural design course between Year 1 to Year 3 and how to establish Self-learning and Teamwork responsibilities for students. In order to achieve the educational goals: Professionals in Architecture who obtains sustainable thinking, innovation and applies technical skills and professional knowledges to the role.