1. 耙梳中國建築史發展、演變的脈絡，著重人文思考、從行為理解人與空間的互動、重構生活史，使學生具備基本但紮實的中國建築史知識。
2. 從空間營造的歷史經驗激發學生對建築設計的思考，培養解決空間問題、提升環境品質的能力。
3. 反省性地重思建築史應涵納的多元面向，奠定學生未來進一步深化空間歷史研究的基礎。
本課程意在培養學生從歷史時勢的角度觀察建築現象、思考建築問題的能力。在時間的變遷中看見空間生產、以及史學論述生產的方式。為達成這樣的目的，這堂課首先由一些反身性的思考開始，包括重思中國建築史學論述的崛起，以及有意識地分辨在西方影響下，對「建築」、「建築師」或「立面」等詞彙的使用以及背後指涉。
在中國建築史課程講授的「範圍」方面，本課程對空間和時間有如下的反思。在「空間」方面，中國建築史並非限定於今天國族國家政治疆界區劃的範圍。對中國建築分佈及影響的理解，應該有更寬廣的視野；中國建築史必需將「中國建築」放在「亞洲」的脈絡中進行討論。在「時間」的跨度上，中國建築史並非如許多只關注古典建築審美的建築史論著所呈現出來的，隨著清朝的覆滅便畫下句點；相反的，打造近現代中國城市與建築的力量也值得分析。
建築不是形式美學的欣賞、不是壟斷性意識形態的價值傳遞，而是思想體系與價值觀在空間營造上的具體實踐。建築史絕不應該是單一階級（帝王將相）、族群（漢族）、性別（男性）的論述。本課程希望能稍補既往中國建築史研究的缺漏，在傳統宮殿的研究之外，也關注多元紛呈的鄉土民居建築在時間和地域上的變異；除了佔據主流論述地位的中原漢族，也不忘向視家屋為與生命連結的原住民和少數族群學習。建築史不等同於建築構造技術史，也不限於建築師或建築物的歷史。在建築史的研究中，「建築的物質形式」不過是非物質思想與價值體系在空間上的具體實踐；左右營造行為的儒釋道文化和民間信仰才是關鍵。簡言之，建築史的核心關注在於「人」：人的思想與心理（期待或恐懼等各種情緒）、人在空間中的活動以及彼此之間的互動關係，如何實質地、象徵地、或在論述上影響空間的營造。
中國傳統建築並非物化的商品，而是個活生生的營造體系，至今在現代社會中仍發揮其影響力。建築史並非刻板知識的堆疊，唯有活用其原理方能滋養建築設計者的想像。因此，本課程擬在史學內容傳授的同時另加入「設計思考」，針對相關議題進行設計方法的對話，嘗試加強與大三建築設計課程的連結。1. To comb the development and evolution of Chinese architectural history, focusing on humanistic thinking, understanding the interaction between people and space from behavior, and reconstructing life history, so that students can have basic but solid knowledge of Chinese architectural history.
2. Inspire students to think about architectural design based on the historical experience of space creation, and cultivate the ability to solve spatial problems and improve environmental quality.
3. Reflectively rethink the diverse aspects that architectural history should include, laying the foundation for students to further deepen the study of spatial history in the future.
This course is intended to cultivate students' ability to observe architectural phenomena and think about architectural issues from the perspective of historical trends. In the changes of time, we can see the production of space and the way historical discussion is produced. To achieve this goal, this class begins with some reflexive reflections, including rethinking the rise of historical discourse on Chinese architecture and consciously discerning the Western-influenced views on “architecture,” “architect,” or “architecture.” The use of words such as "face" and the references behind them.
In terms of the "scope" of the Chinese architectural history course, this course has the following reflections on space and time. In terms of "space," the history of Chinese architecture is not limited to the political boundaries of today's nation-states. The understanding of the distribution and influence of Chinese architecture should have a broader perspective; the history of Chinese architecture must discuss "Chinese architecture" in the context of "Asia." In terms of the span of "time", the history of Chinese architecture did not end with the fall of the Qing Dynasty as shown by many architectural history treatises that only focus on classical architectural aesthetics; on the contrary, the power of building modern Chinese cities and architecture Also worth analyzing.
Architecture is not the appreciation of formal aesthetics or the value transmission of monopolistic ideologies, but the specific practice of ideological systems and values in space creation. The history of architecture should never be a discussion of a single class (emperors and generals), ethnic group (Han), and gender (male). This course hopes to make up for the gaps in previous research on Chinese architectural history. In addition to the study of traditional palaces, it also pays attention to the temporal and regional variations of diverse rural residential buildings. In addition to the Central Plains Han people who occupy the mainstream discussion, we also do not forget Learn from Aboriginal and minority communities who see their homes as a connection to their lives. The history of architecture is not the same as the history of building construction techniques, nor is it limited to the history of architects or buildings. In the study of architectural history, the "material form of architecture" is nothing more than the concrete practice of non-material ideas and value systems in space; the Confucian, Buddhist, Taoist, and folk beliefs that influence construction behavior are the key. In short, the core concern of architectural history is "people": how people's thoughts and psychology (various emotions such as expectations or fears), people's activities in space, and their interactions with each other are substantively, symbolically, or Discursively influencing the creation of space.
Traditional Chinese architecture is not a materialized commodity, but a living construction system that still exerts its influence in modern society. Architectural history is not a pile of rigid knowledge. Only by utilizing its principles can we nourish the imagination of architectural designers. Therefore, this course plans to add "design thinking" to the teaching of historical content, conduct dialogue on design methods on related issues, and try to strengthen the connection with the third-year architectural design course.
中國的歷史悠久，幅員廣闊，中國建築史的內容，大致上可分為脈絡式與主題式的兩種討論方式，脈絡式的講述著重建築歷史過程的演變；主題式則針對特定的建築主題來加以探討。中國建築史（一）以中國傳統建築為講授對象，是以主題式做為架構，針對特定的建築主題進行脈絡式的講授，希望藉由實物介紹與探討，除了加深同學對傳統建築的認知之外，並希望增加傳統建築的鑑賞力：由建築欣賞出發，藉由建築景觀、尺度控制、藝術風格等的觀察，培養個人鑑賞力及設計能力，開啟對傳統建築之關懷與研究興趣。
China has a long history and a vast territory. The content of the history of Chinese architecture can be roughly divided into two discussion methods: contextual and thematic. The contextual narrative focuses on the evolution of the historical process of architecture; thematic narrative focuses on specific architectural themes. be discussed. History of Chinese Architecture (1) takes traditional Chinese architecture as the teaching object, uses the theme as the framework, and provides context-based teaching on specific architectural themes. It is hoped that through the introduction and discussion of physical objects, it will not only deepen students' understanding of traditional architecture. In addition, we hope to increase the appreciation of traditional architecture: starting from architectural appreciation, through the observation of architectural landscape, scale control, artistic style, etc., we can cultivate personal appreciation and design capabilities, and start caring for and researching interests in traditional architecture.
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時小考（2次）平時小考（2次） Daily quizzes (2 times) |
30 | |
| 期末考期末考 final exam |
40 | |
| 課堂筆記課堂筆記 Class Notes |
30 |
