從盲生移動特性探討盲校設計

Tunghai University Institutional Repository > 創意設計暨藝術學院 > 建築學系所 > 碩士論文 > Item 310901/6522

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題名:	從盲生移動特性探討盲校設計
其他題名:	Probe into the design of Blind School by blind students’ moving qualities
作者:	邱慧雯 Chiou, Hui-Wen
貢獻者:	洪文雄 Hung,Wen-Hsiung 東海大學建築學系
關鍵詞:	空間的認知能力;認知圖;移動地圖 Spatial — Cognitive;Cognitive Map;Moving Map
日期:	2001
上傳時間:	2011-05-25T09:37:38Z (UTC)
摘要:	在建築的學習過程裡，我們不斷的探討形體，但形體卻離不開身體，即離不開感知，故縮小看人對於環境的要求，其實是一種感官的綜合。為了探討感知與空間的關係，所以藉由盲生無法以視覺認知作為出發，學習其餘感知在空間可以引領建構出何等的空間。對於盲人來說，空間的認知能力失去視覺上的重要依靠，他們憑藉著觸覺、嗅覺、聽覺行走於這複雜的環境，所以對於剩下的感官如何利用與瞭解、敏感的程度如何，在在影響思考空間設計。本設計論文的第二部份是空間認知的議題探討，分別從三個部分進行： 1心理地圖亦稱認知圖，可以提供環境的有效模型，但模型只抽取有用的部份訊息；藉由盲生親自繪製，瞭解在他們內心那片黑暗的世界裡到底「看到」、「記憶」了什麼，而這部分的結論作為盲校配置時的依據。 2移動地圖為了補充心理地圖所不能表達的實際現況，故模擬盲生移動路徑，藉由盲生親自描述與跟隨記錄分析，找出可以強化感知的空間特性。 3實驗親身模擬眼盲如何摸索出空間的組織，再與盲生於不同空間的親自模擬互相比對，於是進一步總結出六項強化感知的空間特性。如下；環境主動給予知覺主動觸覺熟悉環境移動的核心 ‾ 觸覺的連續性 ° 空間地標 ± 觸覺差異的空間以上的結論運用於設計時，並不是單一感官對單一空間，所以感官強化的節點，就可能是數種感官重疊之後的結論。 Forms are probed into subjects over and over again during the learning process of Architecture. We understand that forms and bodies and perception are related intently. Narrowly speaking, how people sense the environment are integrating results of perception. For exploring the relation between perception and space, I rely on blind people’s weakness in sense of sight, as a result, I can probe that how other perception work to construct the spatial identity. To the blind, they feel and experience the environment by the tactile sense, smell and hearing. How the rest of perception, except the vision work to understand and sense the space play an important role to effect the thinking ways of design. The second part of this thesis is discussion on spatial cognitive abilities, and it was organized as bellow, 1) Psychology Map- It is also called cognitive map that provides us an effective imaging model of the blind students. These kinds of map reflect what they “see” and “memorize” this world deeply inside their mind. However, only few useful parts can be drew out from the models to be the basis of the site plan of Blind School. 2) Moving Map- To replenish the practical situation which can not be well-expressed by the psychology map, we simulate the moving paths of blind students. By their descriptions of moving experience and the moving records, the spatial quality can be analyzed. 3) Experiments- Contrasting the results of I myself blind simulating and of blind students, I summarize 6 spatial qualities that can strengthen perception: Environments give perception spontaneously. Voluntary touches accommodate the environment. Moving nucleus. Continuities of the tactile sense Landmarks of space. Spaces of tactile differences. According to the conclusion above, we know that the relation between perception and space is not that kind simply as one sensation to one space. Therefore, the nodes are the overlapping results of several sensations.
顯示於類別:	[建築學系所] 碩士論文

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