从形态构成到建构教学实践的认知与体会
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摘要
建筑设计基础教学的目的是为了启发入门者形成空间感知的能力,理解材料与构成的关系,熟悉基本表现工具及搭建技能。为此在教学过程中尝试从抽象的形态构成训练出发,培养解析重构的设计思维,初步建立从二维到三维的空间转换;通过设定场地和功能,以模型为空间操作手段,逐步引入行为与使用、空间形式及组合、材料及建构的设计概念,学习如何运用不同比例的三维模型来引导构思及参与设计搭建全过程,从中体验形态构成与空间结构的紧密联系,理解肌理感与材质的关系,深入完善细部节点与搭接方式,并以获奖学生实体建造作品为例,探索如何通过建造综合训练促进多元设计思维形成的基础课程教学实践,以弥补当下建筑教育中设计与建造分离的不足。
The purpose of fundamentals of architectural design is to inspire beginners' ability to perceive space, understand the relationship between materials and composition, familiar with basic performance tools and build skills. Therefore, in the teaching process, we try to cultivate the analytical design of analytical reconstruction from the abstract form composition training, and initially establish the spatial transformation from2 D to 3 D. By setting the site and function, the model is used as the space operation method, and gradually introduced. The design concepts of behavior and use,space form and composition, material and tectonic, learn how to use different proportions of 3 D models to guide the conception and participate in the whole process of design and construction, from which to experience the close relationship between morphological composition and spatial structure, and to understand the sense of texture and the relationship between materials, in-depth improvement of detailed nodes and lap joints, winning student entity construction works as an example to explore how to build comprehensive training to build conducive to promote the design of multiple thinking of the basic course teaching practice to make up for the current architectural education in the design and construction of the separation.
The purpose of fundamentals of architectural design is to inspire beginners' ability to perceive space, understand the relationship between materials and composition, familiar with basic performance tools and build skills. Therefore, in the teaching process, we try to cultivate the analytical design of analytical reconstruction from the abstract form composition training, and initially establish the spatial transformation from2 D to 3 D. By setting the site and function, the model is used as the space operation method, and gradually introduced. The design concepts of behavior and use,space form and composition, material and tectonic, learn how to use different proportions of 3 D models to guide the conception and participate in the whole process of design and construction, from which to experience the close relationship between morphological composition and spatial structure, and to understand the sense of texture and the relationship between materials, in-depth improvement of detailed nodes and lap joints, winning student entity construction works as an example to explore how to build comprehensive training to build conducive to promote the design of multiple thinking of the basic course teaching practice to make up for the current architectural education in the design and construction of the separation.
引文
[1]顾大庆,柏庭卫.空间、建构与设计[M].北京:中国建筑工业出版社,2011.
[2]李海清.教学为何建造———将建造引入建筑设计教学的必要性探讨[J].新建筑,2011(4):6-9.
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[4]顾大庆.建筑教育的核心价值个人探索与时代特征[J].时代建筑,2012(4):16-23.
[5]刘凯.建筑设计基础课程1∶1营建教学[J].建筑学报,2013(2):110-114.
[6]青锋.厚度的意义[J].建筑师,2013(2):52-61.
[7]柳青,袁大昌,孔宇航,等.共话楼纳建筑教育[J].城市·环境·设计,2017(3):22-23.
[8]王辉.从鲍扎到包豪斯———美国建筑教育发展[J].世界建筑,2015(2):116-122.
[9]张早.建筑学建造教学研究[J].西部人居环境学刊,2016(2):117.
[10]徐炯.建造意识下材料驱动的两次参数化建构教学研析[J].城市建筑,2016(9):116-118.
[2]李海清.教学为何建造———将建造引入建筑设计教学的必要性探讨[J].新建筑,2011(4):6-9.
[3]韩晓峰,朱雷,龚恺.小尺度“木”的空间表现———东南大学建筑学院木构教学及建造实验[J].建筑师,2015,169(10):34-41.
[4]顾大庆.建筑教育的核心价值个人探索与时代特征[J].时代建筑,2012(4):16-23.
[5]刘凯.建筑设计基础课程1∶1营建教学[J].建筑学报,2013(2):110-114.
[6]青锋.厚度的意义[J].建筑师,2013(2):52-61.
[7]柳青,袁大昌,孔宇航,等.共话楼纳建筑教育[J].城市·环境·设计,2017(3):22-23.
[8]王辉.从鲍扎到包豪斯———美国建筑教育发展[J].世界建筑,2015(2):116-122.
[9]张早.建筑学建造教学研究[J].西部人居环境学刊,2016(2):117.
[10]徐炯.建造意识下材料驱动的两次参数化建构教学研析[J].城市建筑,2016(9):116-118.