Practice of the new mode of architectural design teaching reform?

What is the specific content of the practice of the new mode of architectural design teaching reform? Here, Zhong Da Consulting will answer your questions.

First of all, the questions raised

2 1 century today, due to the rapid development of the world economy and the acceleration of urbanization, architects have become a shortage of talents. The author thoroughly studied and understood the "No.2 Document" issued by the State Council, the Central Committee of the Communist Party of China in 2007 and the latest instruction spirit of the school party and government leaders, that is, "improving the quality of education and teaching, cultivating high-quality professionals and top-notch innovative talents". After three years of extensive market research, he discussed and studied the teaching mode of architectural design with employers and brother colleges, reformed the course content system, teaching content and teaching methods, and gradually explored a new teaching mode of architectural design. In addition, classes of architecture, urban planning and other majors were selected for the pilot reform, and the graduates of the pilot classes were well received by the employers, which achieved good teaching results and produced good social benefits.

Second, the main content of teaching theory reform

(A more standardized dynamic evaluation of the current situation of architectural design teaching.

Through investigation, we found that the traditional architectural design teaching is out of touch with the actual market demand. In order to solve this problem, we have established a regular mutual feedback mechanism with the employing units to keep abreast of the market demand for talents and adjust the teaching system and content.

(B) the establishment of new architectural design teaching objectives, principles and methods.

1. subdivision of teaching objectives

According to the requirements of the current architectural design market for design division of labor, the teaching objectives are subdivided. According to the market demand, set up several teaching focuses such as general layout design, architectural scheme, construction drawing and performance, and cultivate students' ability of general layout design, scheme design, construction drawing and effect drawing.

2. The basic teaching principles of the new teaching mode of architectural design.

A. Emphasize the integration of theory with practice and strengthen the cultivation of practical ability; B. Cultivate the basic quality of student architects and improve the comprehensive quality of students.

3. Basic teaching methods of the new teaching mode of architectural design

A. pay attention to the application of methodology; B. Adopt interactive teaching organization method and emphasize multi-directional feedback process teaching; C. pay attention to process teaching; Establish a new evaluation model.

(3) Determine the teaching of architectural design-"three horizontal and four vertical" hierarchical teaching system.

Architectural design teaching runs through students' five-year study in school. According to the training objectives, a hierarchical teaching system is established. The first grade focuses on architectural appreciation, space type teaching and shape training. Through the abstract analysis of morphological design, students can master a set of methods to deal with architectural modeling. In the second grade, I studied design principles and mastered design methods and steps. Students try to design small buildings, realize the connection with the preliminary knowledge of architecture and cultivate the concept of architectural design. Pay attention to design conception and cultivate innovation ability in grade three. The design of comprehensive buildings needs to consider urban and cultural factors. Fourth grade students attach importance to the cultivation of comprehensive design ability. The fifth grade pays attention to the connection with practice. Students participate in scientific research projects and practical projects of teachers and enterprises, "do real problems", improve their ability to analyze and solve problems, and realize the early integration with the market.

1. The content of "three horizons"

"Three horizons" is the overall quality control system of architectural design teaching, including three aspects: curriculum systematization, knowledge systematization and design method formation. (1) The curriculum is institutionalized. On the basis of traditional architectural teaching mode, according to market demand and professional development trend, new technologies, new methods and new contents of architectural design are supplemented. Establish a flexible teaching system that complements the relatively stable (mature theory) and unstable parts (new professional trends). The lower grades (Grade One and Grade Two) focus on topics that are not restricted by conditions. The main purpose is to cultivate students' divergent thinking and sense of architectural space based on the composition, function and human behavior psychology of buildings. Teaching is based on "release". At the middle grade level (grade three and grade four), the design topic gives various restrictions, so that students can use relevant architectural theories to analyze and design. Cultivate students' ability to investigate, analyze, study and solve problems. It mainly trains students' logical thinking ability, emphasizing both perceptual thinking and rational thinking, forming a preliminary and systematic design concept. At this stage, teaching combines "release" and "acceptance". Senior one (grade five) focuses on flexible design of topics, and the real questions are really done. The main purpose is to cultivate students' ability to comprehensively solve practical engineering problems by using what they have learned. Students are required to put forward the design task book after market investigation and analysis, and design after discussion and modification. At this stage, the discussion of design scheme and the application of design specifications are emphasized to cultivate students' independent innovation ability. The principle of teaching is "acceptance" and "seeking release from acceptance", and the teaching mode of "guidance+discussion" is adopted. (2) systematization of knowledge. Systematization of design knowledge and ability. While absorbing traditional teaching experience, the whole architectural design course has been training in function and form. B. systematize the integration of relevant architectural expertise. Combined with the courses related to architectural history, planning principles and site design, the application of relevant knowledge is needed in the design course. C. systematization of thinking expression process. Pay attention to the relevant analysis and conceptual sketch in design, and gradually promote the application of computer in design from junior to senior while constantly training traditional expression methods. D systematization of design methods, from "release" to "collection", to the combination of "collection" and "release", and finally to "collection". Introduce logical means into the whole course, teach students relevant design methods, and let students form their own design concepts and methods. (3) Formation of design method. According to our hierarchical method, the goal can be divided into three stages: a. The formation of perceptual thinking in the enlightenment stage. It is mainly to cultivate students' interest in professional study and their preliminary understanding of architectural space. B. the formation of rational thinking in the formation stage of design concept. Mainly cultivate students to form creative methods of analysis and research, and let architectural design return to logical thinking. C. the formation of comprehensive thinking in the stage of improving design ability. Mainly cultivate students' comprehensive ability to solve practical problems. On the basis of the first two stages of training, the design concept of student system is formed.

2. The main content of "four verticals"

"Four verticals" is a dynamic control established to realize the cultivation of talents needed by the market. With the change of social demand, flexible teaching is implemented to meet the requirements of the market for talent training and realize the goal of integrating talent training with the market. (1) Cultivation of graphic thinking ability. Icons are the main means of communication. Strong graphic thinking ability can make students adapt to market requirements quickly. The lower grade level is mainly to train students to learn and master the means of using basic diagrams in combination with their own understanding and thinking about architecture. The middle grade level mainly cultivates the graphic expression ability of analyzing sketches, conceptual sketches and architectural forms, and guides students to communicate with pictures. The advanced stage mainly trains students. With the formation of analytical methods, their ability to deal with complex buildings and their graphic thinking ability have been strengthened. (2) the realization of teaching objectives. Combined with the feedback from employers, the curriculum system of architectural design teaching is adjusted, and the focus of talent training is constantly adjusted, so that the finally trained people can meet the needs of society. (3) The basic requirements of professional quality of registered architects run through the teaching. The architect system is a basic system to improve the level of Chinese architects. With the implementation of the system, there are new requirements for the basic quality of graduates. In teaching, on the one hand, the curriculum system is adjusted, on the other hand, the cultivation of students' ability is transformed into practical ability and problem-solving ability. (4) The establishment of organization and coordination ability and team spirit. At present, the construction market needs not only talents who can design, but also construction talents who can operate and understand management. Students' organization and coordination ability and team spirit directly determine their career development. In teaching, the ability to organize and coordinate and team spirit is one of the core of course teaching.

(D) Establish a mechanism to promote the development of teachers.

The new teaching mode urges teachers to approach "double-qualified", and teachers enter design institutes and universities to update their knowledge, which effectively improves their teaching level.

Thirdly, the theoretical analysis and practical exploration of the new teaching mode of architectural design.

(A) the difference between theoretical teaching analysis and market demand for talent ability

Theoretically analyze the demand of design units, and formulate the knowledge system and content of architectural teaching according to the demand and the employer.

(2) actual investigation

1. Through the investigation of architectural colleges, this paper analyzes and summarizes the different modes of architectural design teaching. 2. Collect the employer's evaluation of graduates and requirements for talent ability by sending a survey letter to the employer on graduates' employment and entrepreneurship. 3. Issue questionnaires to students to investigate their comments and suggestions on architectural design teaching. 4. The practical and comprehensive architectural design course is divided into several topics, which are explained one by one. At the same time, the interactive teaching between teachers and students has achieved good results. 5. Explain the architectural design with vivid and detailed architectural design cases, which achieves twice the result with half the effort.

(C) the principles of establishing a new teaching mode of architectural design

Establish a mechanism that teaching follows the dynamic changes of social needs, adjust the teaching syllabus in time, and establish a reasonable teaching quality control system, that is, a "three horizontal and four vertical" control system to ensure the teaching quality in the process of interactive teaching and dynamic adjustment of teaching activities.

Fourth, 2 1 century's new teaching mode of architectural design.

(A) the academic year level breakdown of architectural design courses

The introduction of architectural design course in senior one requires the knowledge of spatial composition and morphological composition while completing the teaching tasks of preparatory courses. In the second grade, I completed the training of traditional architectural design methods. Form students' divergent thinking, introduce investigation and research system, and establish discussion mechanism. The third grade establishes the mechanism of investigation-research-report-induction-analysis, and pays attention to the openness of thinking. Students are required to draw an analysis process diagram with a computer, which can be analyzed by establishing a computer model. In the fourth grade, in addition to the above practices, students are also guided to change from learning knowledge to applying knowledge innovation, establish "design research, research design", introduce technical factors, and establish design concepts. In the fifth grade, we should consider the integration with the market, cultivate students' comprehensive problem-solving ability and cultivate the quality of architects. The design topics are all real.

(B) integration of teaching content, highlighting professional characteristics

The formulation of teaching plan and the organization of curriculum system pay attention to the organic combination with technology, landscape, urban planning, urban design and other courses and practical links.

(C) the establishment of graduation design quality control system

1. Choose experienced double-qualified teachers to guide graduation design. 2. Design the topic with real questions. 3. The design pays attention to guiding students to analyze and solve problems, deepening the design and cultivating students' dialectical thinking and creative thinking. 4. Introduce multidisciplinary cooperation to cultivate students' coordination ability; In the design process, organize students to report the scheme and jointly review the technology to meet the market. 5. Take a scientific and reasonable evaluation method with the participation of teachers and students. 6. Control the quality of graduation design by citing expert review.

(4) The horizontal hierarchical control method of the classroom is established.

Adopt horizontal control classroom teaching and emphasize the process control of design course. Group first, choose freely from the topics given by the teacher, and then conduct research-discuss and summarize-ask questions-solve problems; Then according to the results of the discussion, the teacher will guide them to refine and improve the design concept; Secondly, in the stage of students' independent creation, students report and evaluate each other's plans, and teachers and students work together to solve the problems encountered; Finally, the design deepening process. In this classroom teaching mode, teachers' creative teaching, guidance and students' creative design give full play to students' creativity and cultivate their innovative ability.

(V) Building a diversified teaching support platform.

Insist on organizing students to carry out colorful scientific and technological innovation activities in the "second classroom", such as holding a reading contest; Hold a design competition; Organize and encourage participation in various national design competitions; School-enterprise cooperation forms an incentive mechanism for top students to stand out.

Verb (abbreviation of verb) conclusion

Based on the relevant theories and the characteristics of this major, we have carried out effective reform, innovation, research and practice on architectural design teaching of architecture major, and put forward good suggestions. The practical ability, innovative ability and comprehensive quality of graduates have been well received by design units. In the future, with the change of social demand for talents, we will further strengthen teaching reform, improve teaching methods, improve teaching level and quality, and strive to cultivate more outstanding architectural talents for the society.

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