授之以渔--以建筑学课程设计成果为例解析空间操作法  

Methodology:The analysis of spatial operation method with architecture curriculum design results as an example

作　　者：李晓东[1] 仝晖[1] 刘文[1] 陈士伟 于雅馨 王志坤 祁月雨 LI Xiaodong;TONG Hui;LIU Wen;CHEN Shiwei;YU Yaxin;WANG Zhikun;QI Yueyu(School of Architecture&Urban Planning,Shandong Jianzhu University,Jinan 250101,P.R.China)

机构地区：[1]山东建筑大学建筑城规学院,山东济南250101

出　　处：《高等建筑教育》2022年第1期152-162,共11页Journal of Architectural Education in Institutions of Higher Learning

基　　金：国家自然科学基金(51808318);2018年山东省社会科学规划研究项目(18BWYJ02)。

摘　　要：建筑学课程具有感性与理性、艺术与技术相融合的特点,导致其创意构思、过程深化、成果设计很难被度量,设计课程教学普遍无章可循、无例可依,难以用规范性方法和阶段化步骤进行把控,教学效果存在较大起伏。本文以建筑学三年级课程设计成果为例,通过对空间操作法进行解析,引导学生掌握契合任务目标及制约要素的学习方法,构建符合自身、逻辑成熟的设计语汇,由浅入深、由简入繁,实现培养和提升学生的专业素养。Due to architecture courses’characteristics of combination of sensibility and rationality,connection of art and technology,it is difficult to measure the conception,deepening process and design results of architectural courses.This also makes design course teaching generally have no rules to follow and cannot be followed,and it is difficult to use standard methods and step-by-step procedures to explain and impart the courses.The teaching effect fluctuates greatly.Taking the curriculum design results of third grade of architecture as an example,by analyzing the spatial operation method,the students are guided to master the learning method of adapting to task goals and restricting elements and construct a self-contained and logically mature design vocabulary,and students’professional accomplishment is cultivated from the shallow to the deep and from the simple to the complex.

关 键 词：空间操作法 方法训练 学习方法 设计语汇 专业素养 

分 类 号：G642.0[文化科学—高等教育学]