建筑设计教学中的形成性评价及策略研究

Formative Assessment and Strategy in Architectural Design Teaching

文章从建筑设计课程传统评价方式出发,以建筑学四年级学生为实验对象,研究了在形成性评价机制下学习者的自主学习能力。文章结合高校教学改革实践,分析建筑设计课程的七个评价指标(设计过程、阶段性成果、实践活动、课堂活动、专题活动讨论和自主学习)的学习情况,通过内部和外部有效反馈机制来建立现状与目标距离的纽带,帮助学习者在每一个阶段都能学会了解目标、分析现状以及实现目标的方法和途径;让学习者发现自身的问题与长处,培养建筑设计的兴趣、团队协作能力及分析解决问题能力,并帮助学生提升自主学习能力。

Based on the traditional evaluation method of architectural design curriculum,the fourth-grade architecture students are the experimental subjects,and the learners'self-learning ability under the formative evaluation mechanism is studied.Combining with the teaching reform practice of the university,the author analyzes the seven evaluation indicators(design process,staged results,practical activities,classroom activities,special event discussion and self-learning)of the architectural design course,and establishes the status quo through internal and external effective feedback mechanisms.The link of the target distance helps the learner to understand the goal,the status quo and the ways and means to achieve the goal at each stage.Let learners discover their own problems and specialties,cultivate interest in architectural design,teamwork,analyze and solve problems,and help students improve their ability to learn independently.