学习者视角下的英国建筑设计教学——谢菲尔德大学建筑设计学习经历与反思

The Architectural Design Education in UK From Learners' Perspective——Reflections on the Architectural Design Study Experience in the University of Sheffield

基于认知心理学的设计思考的研究表明,设计思考是一个充满着综合性、复杂性和不确定性的过程。这些性质使得传统的教授方法在以"设计"为核心的建筑学训练中面临着"设计不可教"的困境,而以学习者的个体经验为视角对建筑设计的教学进行观察和反思对解决这一问题有特殊的启发意义。结合在谢菲尔德大学建筑设计硕士项目中学习的个人经历,以点带面的对谢菲尔德大学建筑学院的建筑设计教学进行了综合性的思考,由此得出其通过对多元价值观的包容实现对不同个体的有效引导并帮助个体完善和整合自身设计系统的具有启发意义的结论。

Research based on cognitive psychology indicates that design thinking is a process of synthesis,complexity and uncertainty,which leads to a dilemma that it seems impossible to teach design in architectural training with traditional teaching methods.Observations and reflections on architectural design education from learners＇ perspective are of special significance for dealing with this dilemma.Integrating personal study experience gained from the MA in Architectural Design program（MAAD） in the University of Sheffield,this article introduces the architectural design education in the University of Sheffield and author＇s reflections on it,through which it concludes that MAAD program helps learners integrate and improve their own design systems by guiding individuals with its inclusivity of multiple values.