- 期刊
導入鷹架式學習法的建築設計教學實驗：向竹子湖人居環境與地方知識學習
Introducing Scaffolding Learning Method in Architecture Design Education Experiment: Learning from Zhuzi Lake Human Settlement and Local Knowledge
摘要
建築系每年有一定比例之大一新生，因無法有效學習建築教育的技巧與表達能力而中輟、轉學，經訪談又以強調創意思考、設計思維轉化與表達的建築設計課程對學生的挑戰最大，這樣的問題普遍存在於台灣的建築相關系所之中。如何將專業適度轉譯，讓他們可以順利從高中學程轉化進入建築專業是建築系大一新生留存率的關鍵。另一方面，當代的學生受到數位化影響甚鉅，對於真實空間與身體五感的感知能力不佳，如何讓空間專業者身而為「人」，真實地具有身體感，以理解在真實環境中的感受與需求，體驗空間環境的各種訊息。喻肇青教授在《看見改變／參與式校園環境營造》一書提出，空間教育系應以設計課程作為專業知識整合平台，引導學生學習體驗並認識空間；本教學實驗透過大一專、兼任老師共識會議與工作坊，探究當代建築教育入門之核心訓練目標，並導入鷹架式學習法（Scaffolding Learning），將建築設計課需授予的專業內容拆解。在學生摸索時適當地引入專業知識、工具與經驗，同時透過實作開啟學生對於生活場域的關注，並且藉由持續的共識會議隨時掌握學生需要的專業支持，持續滾動修正整體教學方式與進度，讓每個抱持熱情進入建築系的學生，能在建築系中找到成就感、保持熱情成為未來建築系的支柱。
並列摘要
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.