| کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
|---|---|---|---|---|
| 1121560 | 1488512 | 2012 | 5 صفحه PDF | دانلود رایگان |
واژگان کلیدی
.1 مقدمه
.2 دامنه و محتوای معماری
.3 مشخصات عمومی آموزش طراحی معماری
جدول 1. 35 معیار عملکرد دانشجوئی MIAK از NAAB که بخش معماری YTU از آنها پیروی می کند (اونور، آر.، پولاتوقلو، سی.، وورال، اس.ام.، 2009).
.4 استانبول متحرک؛ یک استودیوی طراحی غیررسمی
.5 دامنه استودیو
.6 روند کار و توسعه
.7 ارزیابی
جدول 2. ارزیابی دانش، مهارت و تجربیات حین کارگاهها.
.8 نتیجه گیری
Design education is the most important part of architectural education. Formal architectural education (training), followed by an architect in the candidate's training period, is a whole consisting of theoretical and practical courses. In spite of this programme package, in design education, student acquires to experience the design by his/her own and this is the only way to learn how to design. In this context, aside from formal architectural education informal studies such as workshops, seminars, conferences, exhibitions, competitions, excavation, etc. have an undeniable importance. In design education, “Informal Studies” have some outstanding results on developing design thinking skills, learning by doing, creating motivation, intuitive knowledge and selfconfidence and at the same time these studies are a suitable tool for the LLP- lifelong learning programme. In this paper, as an informal study example two workshops will be discussed to evaluate the contributions of such informal studies on student's individual and collective learning styles, design thinking techniques and practices.
Journal: Procedia - Social and Behavioral Sciences - Volume 47, 2012, Pages 480-484