On the Development of Design Studio Teaching Program and Its Support System that Help Students' Integrative Understanding of Knowledge Learned at the Lecture, as well as the Interactions among Students and Teaching Staff

1. 设计工作室的功能是帮助学生将课堂上所学的知识和技术进行综合理解，并培养学生的创造性思维和设计能力。但是，由于工作室成员之间、教学项目之间的沟通和信息共享困难，其功能存在一定的局限性。本研究提出了一个针对上述能力的工作室教学计划，以及基于网络的信息共享系统来支持该计划，并通过熊本大学初级工作室的测试对其进行了测试和修改。该课程旨在帮助学生复习在规划与城市设计课程、结构工程课程以及建筑规划与设计课程中学到的知识和技术。本研究是为系统相互连接而开发的。(1) GW-Notebook，用于工作室成员之间通过网络进行设计交流，具有支持工作室会议演示的实用工具。(2)磁共振成像（MRI），允许会员在网络GIS上存档和检索在现场研究中收集的图像数据；(3)IDA，通过网络共享各种建筑和城市设计作品的图像数据。通过在熊本大学为期三年的实验，我们发现开发的工作室教学程序，以及数字支持工具，可以很好地提高学生的工作和对各种建筑知识的全面理解。但是，很明显，在初级阶段获得的知识仍然局限于为实际项目工作。本研究最后提出了一个基于区域的主动学习系统模型，该模型假设不同层次的基于问题的工作室教学计划将在城市的某个特定区域并行运行，共享教学材料以及工作室的输出。工作室之间的合作可能会不时进行。

1. The design studio is expected to function as a place to help students understanding knowledge and technologies in an integrative way that learned at classes, as well as to train students' ability of creative thinking and designing abilities. However, there are some limits in its function because of difficulties in communication and information sharing among studio members and among teaching programs.2. This study proposed a studio teaching program that aimed the above abilities, and web based information sharing system to support the program, and tested and revised them by testing at the junior studio at the Kumamoto University.3. The program aimed to help students review knowledge and technologies learned at the planning and urban design class, and structural engineering classes, as well as architectural planning and design classes.4. This study developed for system inter connected each other. (1) GW-Notebook for design communication among studio members through the web, which has utilities to support presentation at the studio meeting. (2) MRI that allows members to archive and retrieve, on the web GIS, the image data collected at site studies (3) IDA for sharing, through the net, image data of various architectural and urban design works.5. Through the three-year experiment at the Kumamoto University, it became evident that developed studio teaching program, as well as the digital support tools, could well enhance students' work and comprehensive understanding of various architectural knowledge. But it also became clear the knowledge gained at the junior level is still limited to work for a practical project.6. This study finally proposed a model of area based active learning system, that assumes problem-based studio teaching programs of different levels will be operated in a parallel fashion in some specific area of a city, sharing teaching materials as well as the output of those studios. Collaboration among studio may be conducted from time to time.