客座編輯：徐亮

責(zé)任編輯：沈少娟

建筑學(xué)一年級(jí)基礎(chǔ)課程討論

ARCHITECTURAL EDUCATION

客座編輯：徐亮

責(zé)任編輯：沈少娟

建筑教育

編者按：

本期建筑教育欄目介紹了三門(mén)建筑類(lèi)一年級(jí)基礎(chǔ)課程。在組稿過(guò)程中，我們希望各位作者可以在介紹其課程內(nèi)容之余，對(duì)其課程發(fā)展背后的教學(xué)法思考展開(kāi)討論，以期為建筑及其相關(guān)學(xué)系的教師提供有效的教學(xué)參考。

香港大學(xué)的“景觀(guān)表現(xiàn)”有別于傳統(tǒng)的繪畫(huà)類(lèi)課程，其核心在于如何閱讀和闡釋日常生活環(huán)境，而非“真實(shí)再現(xiàn)”的繪畫(huà)技巧傳授。同時(shí)，課程考核主要基于學(xué)生繪畫(huà)表現(xiàn)能力的過(guò)程發(fā)展，而非學(xué)生的最終成果。重視能力進(jìn)步的多寡，可以有效規(guī)避不同學(xué)生本身基礎(chǔ)差異的影響。香港中文大學(xué)的“建筑入門(mén)”課程根植于裝配部件教學(xué)法，通過(guò)一組抽象空間的模型操作訓(xùn)練遞進(jìn)式討論基本的空間“形式、構(gòu)成、系統(tǒng)與體驗(yàn)”問(wèn)題，從而實(shí)現(xiàn)空間訓(xùn)練的可教性。同樣作為基礎(chǔ)設(shè)計(jì)課程，佐治亞理工采用的策略大相徑庭：根據(jù)建筑的不同定義直接展開(kāi)一組建筑設(shè)計(jì)，并在訓(xùn)練推進(jìn)的過(guò)程中重視建筑理論的輸入。

Editorial:

In this issue, we introduced three introductory courses in architectural studies. In order to serve as an inspiring reference to our readers, each article describes the content and development of the course throughout the semester but most importantly the pedagogical thinking.

First, Landscape Representation from The University of Hong Kong focuses on the reading and interpretation of our living environment rather than on the teaching of representational drawing techniques. Since it aims at emphasizing the iterative nature of the drawing process, it introduces an assessment method based on students’ progress throughout the course, making it quite unconventional. The teaching case from the Chinese University of Hong Kong, Introduction to Architecture, is based on the Kit-of-Parts design pedagogy. By working on a series of abstract spatial exercises, key issues (e.g. form, composition, system and experience) are gradually introduced and discussed during the training process. The basic design course, Fundamentals of Design and the Built Environment, delivered at Georgia Tech, presents a different strategy for the frst-year studio teaching. Students are exposed to a series of design problems and architectural theories from the very beginning.