世界建筑

面对当前城乡发展背景和住房需求升级，居住建筑设计教学亟需从“知识传授”转向“能力建构”。本文基于建构主义学习理论，创设“建构—情境—互动”三位一体的教学体系。该体系通过设置“理想”与“非理想”实验，驱动学生在认知冲突中完成知识的内化与迁移；依托“日常感知—聚焦问题—山地议题”的递进情境，深化学生对场所本质的认知；借助参与式观察和校企协同的双重互动，推动设计回归城市与社会语境。教学实践表明，该模式实现了知识灌输到综合素质培养的转变，有效提高了学生的创新思维、问题解决能力和社会责任感，为建筑学基础教育转型提供了可行路径。

In response to the current context of urban-rural development and the increasing demands for housing quality， residential architectural design education must transition from "knowledge transmission" to "capacity building". Based on constructivist learning theory， this paper establishes a tripartite teaching framework centered on "construction， context， and interaction". This framework drives students to internalize and transfer knowledge through cognitive conflicts elicited by "ideal" and "non-ideal" design experiments. It deepens students' understanding of the essence of place through progressively structured contexts—"everyday perception， problem focus， and mountainous site issues". Furthermore， by means of participatory observation and university-enterprise collaboration， it guides design practice back to the urban and social milieu. Teaching practice demonstrates that this model facilitates a shift from rote knowledge instruction to comprehensive competency development， effectively enhancing students' innovative thinking， problem-solving skills， and social responsibility. It thus provides a viable reference for the transformation of foundational architectural education.