| 英文摘要 |
Every year, a certain proportion of freshmen in the Department of Architecture face tough challenges in mastering creative thinking and design expression, leading to dropouts or transfering majors. The architectural design courses that emphasize creative thinking, creative transformation and technical expression under the frame of design thinking pose the greatest challenges to students. How do instructors properly translate their architecture profession into accessible classroom knowledge is the key to student retention. On the other hand, students nowadays are affected by digitized lifestyle and lack of perception of space and body. How can the educators let potential future professionals perceive and experience various messages in the spatial environment? As professor Yu proposed, the Departments of Space Education should use design courses as a professional knowledge integration platform to guide students through learning, experiencing and understanding space.
The teaching experiment from this study explores the core training objectives of contemporary architectural education through teacher consensus meetings and workshops, and introduces scaffolding learning to break down the professional content that must be taught in architectural design courses. This technique helps the instructors appropriately introduce professional knowledge, tools and experiences when students are exploring, and draw students' attention to the field of life through design practice. At the same time, we continue to use consensus meetings to keep track of the professional support for students, and continuously revise the teaching methods and plans. This teaching experiment lets students who enter the Department of Architecture with ambition find a sense of accomplishment in architectural design, maintain their enthusiasm, and will hopefully become the pillar of the Department of Architecture in the future. |
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