A STUDY ON THE EDUCATION METHOD FOR ARCHITECTURAL AND ENVIRONMENTAL SPACE DESIGN

在整个设计过程的4个阶段，听取了两所大学学生的设计过程，得到了这些设计的协议数据和要求中的内容。在设计主题的结构、设计主题的设置、设计竞赛的人员配备、设计评价的方法等方面，借鉴了其他高校的设计教学方法的特点。本研究发现，想象“视点”与教育方法在建筑与环境设计中具有以下特点与结构：1.在“儿童博物馆”主题中，多个“视点”，（10 ~ 30分）发生在设计过程的第一阶段，相反发生在主题“集体住宅”，2.在“儿童博物馆”中，发现许多“观点”与“观点”轴，并观察“观点”轴与“观点”轴数量间的相关性。在“视点”轴的基础上衍生出了许多空间意象，从一定的阿尔奇意象中创造出了许多空间意象。3.3归纳出发展、衍生、复合等7种类型。并且这些图案在各个阶段的比例具有一定的特征，与这些主题无关。4.“散观”而不是“透视”，使空间图像更加多样化。5.确定了该教育方法的特点：准备大量的空间意象的媒介连接，激活学生之间的评价，对空间活动进行程序化的研究，将游戏者作为评价的两个对立面。

Hearing the design process of the students of the two universities at 4 stages of whole design process, the protocol data and the contents in the esquise of these design were gained. And the characteristics of the education method of other universities, at the design themes' structure, the setting of the design themes, the staff making at the esquise, the way of estimation to the design. From this study, we have found that imagined "view points" and the education methods have the following characteristics and the structure on the architectural and environmental design.1.At the theme "the museum for children" , many "view points" (10 to 30 points)occurred at the first stage of design process, on the contrary at the theme "collective houses", the "view points" gathered at the end of the design process.2.Many "view points" and the "view points" axs were recognized at the "the museum for children", and the correlation between the number of "view points" and of "view points" axs was observed. There are lot of derivatives of the "view points" axs, a number of space images are created from certain archi tectural image.3.7 types, such as development, derivation or compound, were categorized. And the ratio of these patterns at each stages have certain characteristic which has no relation with these themes.4.The "viewing dispersively" rather than "viewing through" makes the space image more variously. The "viewing dispersively" are referred to the activity image at some space.5.The characteristics of the education method were confirmed as follows, preparing a lot of medium connection to the space image, activating the estimation between students, programing the research for the space activities, roling playr as the two opposite side of evaluation.