摘要
文章借助SD法和因子分析法研究了大学系馆中建筑学专业的教学空间的空间感知特性,从而明确了五种教学空间的心理构造组成:舒适性、整洁性、特征性、柔和性和敞亮性。其中舒适性与整洁性为主要因子,特征性与柔和性为强力因子,敞亮性为必要因子。为明确"空间应有的状态"和造成这种需求的"心理感受"之间的对应关系研究奠定了基础。
This study uses semantic differential and factor analysis to objectively explicate space-consciousness of teaching space. Psychological structures of teaching space include comfort, neatness, characteristic, softness and brightness. Comfort and neatness are major factors, and characteristic and softness are strong factors, while brightness is the necessary factor. This study lays a foundation to understand the relationship between the space status and the psychological effect.
出处
《西部人居环境学刊》
2015年第6期53-58,共6页
Journal of Human Settlements in West China
基金
国家科技部"十二五"科技支撑计划课题(2012BAJ15B03)
国家自然科学基金资助项目(51508044)
关键词
教学空间
SD法
空间感知
Teaching Space
Semantic Differential
Spatial Awareness
