Research on the practice of the new education mode reform based on the teaching of architectural design course and the thinking of future architectural education

Shi, Youmei; Chen, Xu; Xu, Yuchun

doi:10.1007/s41204-021-00147-8

Cited by 4 publications

(2 citation statements)

References 4 publications

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“…Yurtsever [70] discussed the relationship between design and environmental perception on the axis of "individual-experience-perception," emphasizing the relationship between architectural design and cultural authenticity and integrating this relationship into teaching. Shi et al [71] mentioned that consistent architectural styles should be maintained in cities, and that traditional elements should be retained in teaching to achieve the on-site architecture. Ivanka [72] incorporated knowledge of urban nature and historical culture into the teaching of architectural design and combined the nonmorphological elements of the environment with digital technology in the form of a digital design studio.…”

Section: Discussionmentioning

confidence: 99%

Research on the Influence of Nonmorphological Elements’ Cognition on Architectural Design Education in Universities: Third Year Architecture Core Studio in Special Topics “Urban Village Renovation Design”

Qiu,

Wang,

Chen

et al. 2023

Buildings

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This study focuses on the topic of “Urban Village Renovation Design” under the complex and diversified social needs in the third year of the architecture undergraduate program at Zhejiang University, China. Based on the theory and method of “situational teaching,” this study proposes a teaching framework integrating the investigation and cognition of nonmorphological elements, such as historical background, economic structure, social structure, public service, and human needs. The study aims to reveal the analysis and response of site investigation and architectural programming to social needs in the realistic context, and take nonmorphological elements as one of the important factors to promote the rationality and authenticity of architectural design, standardize the teaching process in the form of the teaching framework, and realize the teaching goal of solving social needs by design. Qualitative analyses are used to evaluate whether the proposed teaching framework achieves the expected teaching effects according to Bloom’s Taxonomy. We then use the Kirkpatrick model to quantitatively evaluate the specific effects of the framework, and the differences in the positive effects of nonmorphological elements on teaching are explored. In addition, regression analysis is used to discuss ways of obtaining nonmorphological elements. The results show that the teaching framework is a feasible method to improve students’ understanding of social problems and implement reasonable architectural programming that integrates nonmorphological elements in the architectural design course. To some extent, this teaching framework addresses the neglect of nonmorphological elements in traditional Chinese architectural design teaching, and forms an experience-based teaching methodology that can be used to guide architectural design teaching on other topics. This study is helpful in exploring the value and potential of nonmorphological elements in architectural design and provides a reference for college teachers engaged in architectural programming and design teaching.

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Section: Discussionmentioning

confidence: 99%

Research on the Influence of Nonmorphological Elements’ Cognition on Architectural Design Education in Universities: Third Year Architecture Core Studio in Special Topics “Urban Village Renovation Design”

Qiu,

Wang,

Chen

et al. 2023

Buildings

View full text Add to dashboard Cite

show abstract

“…The educational reform is advancing continuously in major countries and has become an irreversible trend globally, however, the effect of this reform is not ideal and the success rate is unsatisfactory, and the reason behind it is that the reform fails to exert an influence on teachers [1][2][3][4][5][6]. Since the success rate of the experience learning of teachers has a great impact on educational reform [7][8][9][10][11], in national policy and teaching reform practice, the Collective Lesson Preparation (CLP) methodology has become a main approach of the experience learning of college teachers [12][13][14][15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Teaching Effect in the Context of Collective Lesson Preparation

Cui¹

2022

Int. J. Emerg. Technol. Learn.

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Now in the field of education, the pedagogy of learning from the experience of expert teachers which is participated by multiple parties and emphasizes on practicality has received the attention of field scholars, and they also began to attach importance to the cooperative features and scenarios of the Collective Lesson Preparation (CLP) of teachers and the effect of teaching reflection after practice. In order to realize sustainable and effective development of the CLP methodology, it’s necessary to accurately evaluate the effect of teaching reflection of college teachers based on CLP, therefore, this paper aims to probe deep into this research topic. At first, this paper analyzed the features of CLP in actual cases, attained the connotations corresponding to these features, and gave a diagram showing the instruction and supervision mechanism of CLP. Then, referring to existing literatures and theoretical frameworks, this paper designed an Evaluation Index System (EIS) for the teaching reflection effect evaluation of college teachers based on CLP, and introduced a Back Propagation Neural Network (BPNN) into the prediction of teaching reflection effect evaluation of college teachers; after that, this paper employed Particle Swarm Optimization (PSO) to optimize the initial weight and threshold of the network, so as to improve the performance of the prediction model; at last, experimental results proved the effectiveness of the proposed model.

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Training mechanism of engineering education and innovation talent based on courses-competitions combination

Sui

Hua

Zhu

et al. 2022

Nanotechnol. Environ. Eng.

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Research on the practice of the new education mode reform based on the teaching of architectural design course and the thinking of future architectural education

Cited by 4 publications

References 4 publications

Research on the Influence of Nonmorphological Elements’ Cognition on Architectural Design Education in Universities: Third Year Architecture Core Studio in Special Topics “Urban Village Renovation Design”

Research on the Influence of Nonmorphological Elements’ Cognition on Architectural Design Education in Universities: Third Year Architecture Core Studio in Special Topics “Urban Village Renovation Design”

Evaluation of the Teaching Effect in the Context of Collective Lesson Preparation

Training mechanism of engineering education and innovation talent based on courses-competitions combination

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