中、港、台三所大學建築教育空間型態使用之調查與比較

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Title:	中、港、台三所大學建築教育空間型態使用之調查與比較
Other Titles:	A Survey and Comparison on the Spatial Pattern and Usage for Architectal Education in Three Universities in China, Hong Kong and Taiwan
Authors:	李建霆 Li, Chien-Ting
Contributors:	關華山 Kwan, Hwa-San 東海大學建築學系
Keywords:	建築教育;教育空間;設計工作室;調查;比較 architectural education;educational space;design studio;survey;comparison
Date:	2009
Issue Date:	2011-03-07T02:43:09Z (UTC)
Abstract:	中、港、台三地的建築教育發展，從90年代初期即因政經影響產生基底性的變異，對教育與人才生成的方式也各有取向。本研究先從歷史脈絡回顧建築教育的源起，一路推導自歐美移植到海峽三地的建築教育發展，作為本文立論前的基礎資訊。而建築教育空間除了為容納教學活動的重要功能，同時提供學生最直接的環境體認經驗，是一個足以窺探無形教育內涵的審視角度。主文即以東海大學建築系、同濟大學建築與城市規劃學院、香港中文大學建築系的教育空間進行個案的深入研究。以實地觀察、師生訪談為研究方法，探究各校教學空間的設計想法與使用機能，進而解讀三地建築教育現況以及其與社會涵構的關係。經研究比較後發現：1. 中國早期偏重布雜的圖像式學習，許多建築系館外觀也多呈現古典西洋形式。這讓同濟的「文遠樓」在當時顯得獨樹一格，足以代表中國最早的現代建築，但也未顛覆內在的教育形式。之後的「明成樓」經濟性地容納了大量學生進行專業訓練。到了近期的「C樓」，校方企圖以建築形式彰顯教育自身的價值，甚至影響校園內其他建築風格到校園週邊的產業。三棟建築組成一套有系統的人才生成過程。2. 東海建築系館的設計即專為建築教育設計，施行的教育內容也促使其被學生高度使用，是可以自身實驗、操練的場所。但長時間的使用下，學生容易產生負面情緒，進而轉嫁到對該建築的印象觀點。3. 中文大學建築系有其特出的教育理念，卻容身在一般教學樓中，主要關鍵來自校方對教育空間的既定觀念，空間僅能成為教育的輔助工具，無形羈絆了很多教學施行方式。結論發現，影響建築教育空間最主要的因素，來自校方如何對教學空間作出定位，好以一種態度去順應或反制該社會對建築人才的需求；再者才是教學方式或是基本需求性的現實條件。反而，一個建築教育空間應該如何或能夠如何，很多時候執教方與建築師不全然在空間設計階段就有一個通盤性的考量，這往往造成教學無法順利進行，學生無法投入認同感的不良反應。而在時代變革下，建築教育空間如何捕捉教育理念的動態變革，現有空間又如何超脫空間遲滯性、與日俱進，並讓師生在其中完備教育內涵，仍是目前各校應該積極面對的問題。 Due to the basic variation caused by the influence of politics and economics since the early 90s, the timing development of architectural education and the ways of nurturing talents in architecture are different among China, Hong Kong and Taiwan. The research takes the origin of architectural education which is from the historical point of view, and the architectural educational development in the three regions across Taiwan Strait that was introduced from western countries to be the foundation of the text arguments. The functions of architectural education space provide students not only the capacity of the educational activities but also a direct environmental experience at the same time. The Architectural Education Space also offers the inspection angle of spying on the invisible educational connotation. With the topic of architectural education space, the text makes deep researches on the Department of Architecture in Tung-Hai University, the College of Architectural Urban Planning in Tong-Ji University, and the Department of Architecture in the Chinese University of Hong Kong individually. Besides it, the study uses the methods of field observation and interviews with teachers and students to investigate the design concepts and facility functions of teaching space in each above said university. Furthermore, we can realize the current situation of architectural education and the relationship to society context in the three regions across Taiwan Strait.The outcome of the researches shows that: 1. In early days in China, people emphasized on the Image-typed study of Ecole des Beaux-Arts. Some buildings of the department of architecture of universities were constructed in western classical style. The Wenyuan Building of Tong-Ji University was very extraordinary then to present the earliest modern architecture in China but did not change the internal education pattern. Subsequently, the capacity of Mingcheng Building offered a large number of students to have professional trainings inside. As for the “C Building” recently, the school tried to demonstrate the value of education itself by architectural styles. It even also effects on the style of other buildings in the campus and on the industries surrounding the school. Those three buildings formed a systematic process of nurturing architectural talents. 2. The building of Department of Architecture in Tung-Hai University was particularly designed for architectural education. The student use the educational contents efficiently those are the places students can have experiments and practices. However, after a long-term using, students may get negative emotions those become images or concepts of the architecture. 3. The Department of Architecture in the Chinese University of Hong Kong is located in a general teaching building because of the decided ideas of the education space with the unique concept that space only can be auxiliary tools education. The concept limits invisibly numerous executions of teaching. Subsequently, the consequence of the study shows that the main element of influences on architectural education space is about how to orientate the teaching space by the school, whose attitude to be pro or against the demands of architectural people in the society. And then are the practical terms such as methods of teaching or the basic demands. On the contrary, sometimes architects and school representatives do not have a complete consideration for architectural education space during the space design period. Sometimes it makes teaching progress unsuccessfully, and makes it unacceptable to students for identifying with the space. As time passes, it has become a more important issue to the school to think about how the architectural education space catches up with the changing of educational system and how the existing space follows up the passing of time. Besides it, education space also makes teachers and students realize how to complete the education connotation.
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