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

听取了两校学生在整个设计过程中的4个阶段的设计过程，得到了这些设计的方案数据和设计内容。并结合国外高校教学方法的特点，在设计主题的结构、设计主题的设置、设计人员的编制、对设计的评价方法等方面进行了分析。从本研究中我们发现，想象的“观点”和教育方法在建筑与环境设计上具有以下特点和结构。在“儿童博物馆”主题中，许多“观点”（10到30个）出现在设计过程的第一阶段，而在“集体房屋”主题中，“观点”聚集在设计过程的最后阶段。在“儿童博物馆”中发现了许多“视点”和“视点”轴，并观察到“视点”和“视点”轴的数量之间的相关性。“视点”轴衍生了很多，从某些建筑图像衍生出了许多空间图像，分为发展、衍生、复合等3.7种类型。各阶段的模式比例有一定的特点，与主题无关。“散观”而非“透观”，使空间形象更加多样化。“分散观看”是指某一空间的活动图像。确定了教学方法的特点：为空间形象准备大量的媒介连接，激活学生之间的评价，为空间活动规划研究，将玩家作为评价的对立面。

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.