摘要
建筑设计专业的硕士阶段是英国谢菲尔德大学建筑学院开展"研究型教学"的核心环节。本文根据相关师生访谈、设计教学过程观摩及方案汇报材料评估,选取并深度描述和解析两份具有代表性的优秀学生作业,本文提出"深度勘察""图绘转译""设计介入"三个迭代过程,以及设计导师为协助学生积极开展自主设计研究而从知识传授者向知识生产协作者的角色切换。
M.Arch level architectural design teaching is at the core of"research-led teaching"of the University of Sheffield School of Architecture.In this paper,two distinguished studio projects were selected,described and interpreted,based on the analysis of design reports,teaching observations and in-depth interviews.It raised three iterative processes--design investigation,design illustration and design intervention in the research-led design studio teaching,and concluded that the design tutor shifted the traditional role as a design knowledge transferor to a design knowledge co-producer in order to facilitate student-led design research process.
出处
《城市建筑》
2017年第28期18-23,共6页
Urbanism and Architecture
基金
英中协会教育研究基金资助
关键词
谢菲尔德大学
研究型教学
建筑专业硕士
设计工作室
设计研究
University of Sheffield
research-led teaching
master of architecture
design studio
design research
