建築専攻学生の設計志望の推移に関する研究

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  • RESEARCH ON TRANSITION OF DESIGN ASPIRATION OF ARCHITECTURAL MAJOR STUDENTS
  • ケンチク センコウ ガクセイ ノ セッケイ シボウ ノ スイイ ニ カンスル ケンキュウ

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<p> The purpose of this research is to clarify the process of the transition of design aspiration for the architecture major student from which time and through what kind of events. We think that it will be useful for how to recommend the design instruction in the future such as design act and evaluation in the design task. And the following things became clear.</p><p> At the time of admission, more than 80% of the students wanted to design in all grades, and more than half of the second-fourth graders who were experienced in design tasks thought that design was fun. And most of the students when it was judged whether the design was fun was until first half of second graders. In addition, it was revealed that what I think that the design is fun is that I think that esquisse drawing and model making are fun and I like to design. Nevertheless, the ratio for choosing a graduation design decreases as the grade level rises, and in the third and fourth graders, more than 80% do not want it. It turned out that the majority did not want design as a field that they would like to eventually participate in. It became clear that the fun of design is not because they are not able to make a satisfactory work and have no talent, but they simply like to design. This can be seen from the strong negative correlation between "design is fun" and "evaluation good," "with talent" and "perth creation is fun". Similarly, there was a strong positive correlation between "hope for future design" and "satisfaction with work", "good teaching by teachers", "drawing esquisse is fun" and "making models is fun" across all the second-fourth graders. In other words, the students who wanted to be involved in the design in the future emphasize "drawing esquisse", "making models", "good teaching by teachers". On the other hand, there was a strong negative correlation between "design is fun" and "with talent" "perth creation is fun". And there was a strong negative correlation between "I like design" and "evaluation good" "with talent", too. We think that there is room for improvement depending on the teaching method for the majority of students who do not want to design in the end. We would like to make these issues for the future.</p><p> As described above, according to this research, most architecture major students wanted to design at the beginning of admission. But, by experiencing various design activities in design tasks, the students were judging by first half of second graders that they have no talent and it is difficult to design. And it became clear that the number of applicants for graduation design decreased as the school year advanced. However the design is fun, and it was revealed that a large number of students who wanted to be involved in the design in the future.</p>

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