우리나라 대학의 건축설계수업 내용 및 형식에 대한 요구 조사연구

Abstract

This study proposes to investigate needs to improve the quality of architectural design education that is appropriate to Korea's situations. Results of the study will provide valuable data for developing a conceptual model for organizing and operating architectural design studio in a some later stage. A need is inclusively defined to include description of course contents as well as management styles for seeking better solutions for architectural education. A total of 5 domains of design studio, as related to have a deep effect on its contents and management style, are included. They are (1)physically focused situational conditions, (2)class objectives and evaluations, (3)class contents, (4)ways of teaching and learning, (5)ways of studio operation. All these domains are conceptually integrated into a comprehensive model of unified design studio in architecture, which combine many other practice as well as theory related courses all together. Not design studios in architecture solly are effectively working without other supporting ones. In addition, a number of individual sub-categories under each domain as needed are utilized to investigate the educational need in an effective way. A web-based surveys are conducted to collect the data. Professors in architecture(114), students(149), and practicing architects(130) completed the survey questionnaire. Results are as follows. All throughout the 5 domains, a major difference between professors and students in terms of evaluation of current situations and possible solutions for better design studio is found. How to bridge the gap would be the most urgent need to be resolved for upgrading architectural design education overall. Second, university students tend to solve their design problems for themselves without maximum help of their instructors. Instructors have to develop teaching and learning strategy of their own, guide their students to resolve design problems in an appropriate manner. Practicing skills as well as ways of approaching real design problems should be effectively educated on university levels. Third, no significant difference was found between university faculties and practicing professionals regarding levels of student performance criteria(SPC) required in university education as weighted on 11 architectural design items and 6 practice items. Finally, design studios need to be specialized anyhow for better education in terms of both class contents and its management style.