The relationship between human and landscape architecture was explored by studying a poem of Bian Zhilin. From the perspectives of social value of landscape architecture, relationship between human and landscape archi...The relationship between human and landscape architecture was explored by studying a poem of Bian Zhilin. From the perspectives of social value of landscape architecture, relationship between human and landscape architecture and integrality of landscape architecture, it was proposed that human was also a component of landscape architecture, and participation of human realized the social value of landscape architecture, moreover, human was a kind of landscape while landscape architecture was regarded as a "drama", thus only landscape architecture used by human was a complete one.展开更多
儿童教育戏剧(Drama in Education)作为一种教学媒介,将戏剧与剧场中的方法和技巧应用于学校课堂中,让儿童在不同的戏剧情境中增进对自我和外界的觉察,通过角色扮演、教师入戏等策略探讨一些社会议题,学会批判思考和解决问题,进而了解...儿童教育戏剧(Drama in Education)作为一种教学媒介,将戏剧与剧场中的方法和技巧应用于学校课堂中,让儿童在不同的戏剧情境中增进对自我和外界的觉察,通过角色扮演、教师入戏等策略探讨一些社会议题,学会批判思考和解决问题,进而了解自我、认识社会,培养儿童自我与他人及社会环境之间的协调能力,实现儿童社会化。户外空间作为学校课堂之外的空间场所,是儿童与自然、社会产生联系的存在空间,对儿童成长、学习和情感发展起着举足轻重的作用,应当通过场所设计承载儿童多元化的需求,激活场所的儿童认知和教育功能属性,成为促进儿童心智发展、具有趣味性和教育性的特殊课堂。基于儿童教育戏剧和儿童户外空间在“儿童”教育对象属性、“儿童社会化”目标和“剧场性”理论方法等方面的同源关联性研究,梳理剧场性儿童户外空间的研究基础,探索剧场性儿童户外空间景观设计要点和构建方法,并结合设计案例进行分析,为拓展风景园林规划设计思维提供新的启示。展开更多
文摘The relationship between human and landscape architecture was explored by studying a poem of Bian Zhilin. From the perspectives of social value of landscape architecture, relationship between human and landscape architecture and integrality of landscape architecture, it was proposed that human was also a component of landscape architecture, and participation of human realized the social value of landscape architecture, moreover, human was a kind of landscape while landscape architecture was regarded as a "drama", thus only landscape architecture used by human was a complete one.
文摘儿童教育戏剧(Drama in Education)作为一种教学媒介,将戏剧与剧场中的方法和技巧应用于学校课堂中,让儿童在不同的戏剧情境中增进对自我和外界的觉察,通过角色扮演、教师入戏等策略探讨一些社会议题,学会批判思考和解决问题,进而了解自我、认识社会,培养儿童自我与他人及社会环境之间的协调能力,实现儿童社会化。户外空间作为学校课堂之外的空间场所,是儿童与自然、社会产生联系的存在空间,对儿童成长、学习和情感发展起着举足轻重的作用,应当通过场所设计承载儿童多元化的需求,激活场所的儿童认知和教育功能属性,成为促进儿童心智发展、具有趣味性和教育性的特殊课堂。基于儿童教育戏剧和儿童户外空间在“儿童”教育对象属性、“儿童社会化”目标和“剧场性”理论方法等方面的同源关联性研究,梳理剧场性儿童户外空间的研究基础,探索剧场性儿童户外空间景观设计要点和构建方法,并结合设计案例进行分析,为拓展风景园林规划设计思维提供新的启示。