培养风景园林学生语义学和体感视角的设计教学初探

Exploration on the Piloting Design Pedagogy of Nurturing Landscape Architecture Students from the Perspective of Semantic and Somatic

作为综合性的应用学科,风景园林需要不断汲取多学科的理论与方法来强化其内核——设计。语言和身体,作为文化人类学中的两个基本维度,有望拓展风景园林设计教学的深度和广度。本文阐述了从语义学与体感视角以丰富学生调研途径、设计操作的理论支点和训练步骤。教学实践发现:从语义学的视角有助于学生更多元地理解场地与人群的关系;而体感视角促进了学生对设计状态的自觉和调整,以及调动多种感知途径来捕捉场地特质并更重视身体与感知。在这个初步的教学探索中,语义和体感两个视角为学生提供了可行的设计思考与操作选项,也为更切实地将文化人类学融入当代风景园林设计教学提供了可能。

As a comprehensive applied discipline, landscape architecture needs to continuously absorb multidisciplinary concepts and methods to strengthen its core-design. semantic and somatic the two basic dimensions of cultural anthropology, are expected to expand the depth and breadth of landscape architecture teaching. This paper describes the theoretical fulcrums and training steps for expanding students’ research approaches, design operations, and training procedures from the perspective of semantics and somatosensory. Teaching research has found that the perspective of semantic ethnography helps students to understand the relationship between the people and the venue more diversified. The semantic perspective promotes students’ awareness and adjustment of the design state, and mobilizes multiple perceptual approaches to capture the characteristics of the places, and the somatic reminds students to pay more attention to the body and the body perception. In this preliminary teaching exploration, the two perspectives of semantics and somatic provide students with feasible design thinking and operation options, and also provide the possibility for more practical integration of cultural anthropology into contemporary landscape architecture teaching.