建築教育新導向：以紮根理論探討數位工藝在建築設計教育採用模式之研究

Abstract

In history, craftsmanship education has been regarded as the inheritance of skillsets learned through apprenticeship and hands-on experience, characterized by its holistic integration of design, production, and building methods. Throughout the modern era, architectural practice around the world adapted to an industrialized mode of building production based on speed, efficiency and portability. Under such conditions, architectural design focus shifted away from building to mere representation in the form of drawings and models. With current digital fabrication technology, the trend in building manufacturing is shifting away from mass production and standardization, and architectural design education needs to make adjustments to regain student awareness of customization, material sensibility, and building artefact. This study aims to develop a digital craftsmanship adoption model in architecture design education for the digital era, advocating the integration of hands-on digital craftsmanship training into primary architectural design education. Grounded Theory is adopted as research methodology to collect and analyze data from numerous individuals of various backgrounds participating in such a studio course. Analysis of the collected results indicate that individuals with backgrounds that emphasized hands-on experience produced results yielding better workmanship, higher degree of completion, and more understanding towards materials. Therefore, a digital craftsmanship adoption model for contemporary architectural design education needs to include hands-on experimentation with materials, digital fabrication technologies, as well as customized building methods. While a comprehensive architectural curriculum could not be derived from this preliminary study, a better understanding of the requirements for the successful adoption of digital craftsmanship training was obtained and future research should focus on more detailed investigation of students’ background experiences, course syllabi, and departmental curriculums.

Date of Award	2019
Original language	Chinese (Traditional)
Supervisor	Kane Yanagawa (Supervisor)