论文部分内容阅读
学生经过初等和中等教育后,智力思维得到开发,但对于刚进入建筑系的青年大学生来讲,专业教育的首要任务是如何在新的基础上培养他们的形象思维,开发出创造性思维和扩散性思维的能力,这种思维方式的“逆转”,从某种意义上来讲,亦是一种“启蒙教育”。同济大学建筑系设计初步教研组学习借鉴包豪斯的教学方法和当前国外某些院系的教学内容,在一年级设计初步课中增设了一些新课题,希望通过对形态构成学系统理论的教学和设计实践,达到上述目的。由于形态构成学理论具有明显的科学性,因而易为初学者所掌握。学生形象思维的创造能力得以开发,塑造形态的构成能力有较大提高;又由于从形态构成的系统概念出发,在具体的构成训练中,离不开对材料特征,结构构造和功利目的的掌握,这就有利于学生对设计的全面理解。现选登建筑学、园林、城市规划专业一年级部分课题和学生作业,以飨读者。
After primary and secondary education, students develop intellectual thinking. However, for young college students who have just entered the architecture department, the primary task of professional education is how to cultivate their image thinking on the new foundation and develop creative thinking and diffusion. The ability to think, the “reversal” of this way of thinking, is, in a sense, an “enlightenment education.” The preliminary teaching and research group of the Department of Architecture of Tongji University studied the teaching methods of Bauhaus and the current teaching content of some foreign departments. New topics were added in the preliminary design class of the first grade, hoping to pass the teaching of morphological constitutional system theory. Design practice to achieve the above objectives. Because the theory of morphological constitution has obvious science, it is easy for beginners to grasp. The creative ability of student’s image thinking can be developed and the ability to shape the form can be greatly improved. Because of the systematic concept of morphological composition, in the specific composition training, it is inseparable from the mastery of material features, structure and utilitarian purposes. This helps students to fully understand the design. Selected students in the first year of Architecture, Landscape Architecture, and Urban Planning majors and student assignments are invited to readers.