設計思考是二年級設計課程的核心，分為邏輯性思考與創造性思考，邏輯性思考的訓練是希望同學能夠建立自己作品的論述邏輯，創造性思考是希望同學培養水平思考的能力，具備多種視角與聯想力，前者重點在收斂思考後者為發散思考。此外有系統的觀察與分析環境是專業能力上的培養重點，此部分又分為環境系統分析與行為觀察兩部分，環境系統分析著重在環境實質構成元素動態變化過程的了解，及其對設計的影響，行為觀察則是了解空間如何被使用，呈現何種體驗。最後，經由設計思考所產生的概念落實在空間中則是最關鍵的能力。
Design thinking is the core of the second-year design course. It is divided into logical thinking and creative thinking. The training of logical thinking is to hope that students can establish the argumentative logic of their own works. The training of creative thinking is to hope that students can develop the ability to think horizontally and have multiple perspectives and Associative power, the former focuses on convergent thinking and the latter on divergent thinking. In addition, systematic observation and analysis of the environment is the focus of professional ability training. This part is divided into two parts: environmental system analysis and behavioral observation. Environmental system analysis focuses on the understanding of the dynamic change process of the substantial elements of the environment and its influence on design. Impact, behavioral observation is to understand how the space is used and what kind of experience is presented. Finally, the most critical ability is to implement the concepts generated through design thinking into space.
設計思考是二年級設計課程的核心，分為邏輯性思考與創造性思考，邏輯性思考的訓練是希望同學能夠建立自己作品的論述邏輯，創造性思考是希望同學培養水平思考的能力，具備多種視角與聯想力，前者重點在收斂思考後者為發散思考。
此外有系統的觀察與分析環境是專業能力上的培養重點，此部分又分為環境系統分析與行為觀察兩部分，環境系統分析著重在環境實質構成元素動態變化過程的了解，及其對設計的影響，行為觀察則是了解空間如何被使用，呈現何種體驗。
最後，經由設計思考所產生的概念落實在空間中則是最關鍵的能力。為此，我提供了這五大方向的參考書籍，希望同學能盡量閱讀強化自己的能力。
一、邏輯性思考
1. C.A.Missimer著，蔡偉鼎譯，2002，批判思考導論：如何精進論辯，學富文化。
2. Michael Kallet著，游卉庭譯，2015，思辨的檢查：有效解決問題的終生思考優化法則，大寫出版社。
二、創造性思考
1. Edward de Bono著，許瑞宋譯，2015，打開狄波諾的思考工具箱，時報出版社。
2. Robert Fritz著，陳榮彬譯，2015，最小阻力之路，大寫出版社。
3. Tim Brown著，吳莉君譯，2010，設計思考改變世界，聯經出版社。
4.台大創新設計學院，2017，魯奇的設計思考工具書，台北：台灣大學。
三、環境系統分析
1. Kevin Lynch, Gary Hack著，張效通譯，1984，敷地計畫，六合出版社。
2. James A. LaGro, Jr.著;顏麗蓉,王偉譯，2006，基地分析:在土地規劃及設計過程中串連計畫與設計構想，台北：六合出版社。
3. Edward T. White 著;顏麗蓉, 張俊賢譯，1995，基地分析:用於建築設計的圖象資料，台北六合出版社。
四、行為觀察
1. Gooding, Julia/ Metz, Bill, 2006, Inquiry by Design, Resedog Press.
2. Jan Chipchase, Simon Steinhardt著，洪世民譯，觀察的力量，寶鼎出版社。
3. Anne Mikoleit、Moritz Purckhauer著，洪世民譯，城市密碼：觀察城市的100個場景，行人出版社。
4. 亞歷山大，1994，建築模式語彙，六和出版社。
五、概念空間化
1. 黑川雅之著，李柏黎譯，2019，八個日本的美學意識，雄獅美術。
2. 清水泰博著，黃怡筠譯，2015，意‧象‧京都：12個關鍵字帶你感受京都的空間設計，蔚藍文化。
Design thinking is the core of the second-year design course. It is divided into logical thinking and creative thinking. The training of logical thinking is to hope that students can establish the argumentative logic of their own works. The training of creative thinking is to hope that students can develop the ability to think horizontally and have multiple perspectives and Associative power, the former focuses on convergent thinking and the latter on divergent thinking.
In addition, systematic observation and analysis of the environment is the focus of professional ability training. This part is divided into two parts: environmental system analysis and behavioral observation. Environmental system analysis focuses on the understanding of the dynamic change process of the substantial elements of the environment and its influence on design. Impact, behavioral observation is to understand how the space is used and what kind of experience is presented.
Finally, the most critical ability is to implement the concepts generated through design thinking into space. To this end, I have provided reference books in these five major directions, hoping that students can read as much as possible to strengthen their abilities.
1. Logical thinking
1. C.A. Missimer, translated by Cai Weiding, 2002, Introduction to Critical Thinking: How to Improve Debate and Enrich Culture.
2. Michael Kallet, translated by You Huiting, 2015, Speculative Examination: Lifelong Thinking and Optimization Rules for Effective Problem Solving, Capital Press.
2. Creative thinking
1. Written by Edward de Bono, translated by Xu Ruisong, 2015, Opening De Bono’s Thinking Toolbox, Times Press.
2. Written by Robert Fritz, translated by Chen Rongbin, 2015, The Path of Least Resistance, Capital Press.
3. Written by Tim Brown, translated by Wu Lijun, 2010, Design Thinking Changes the World, Lianjing Publishing House.
4. National Taiwan University School of Innovation and Design, 2017, Lu Qi’s Design Thinking Toolbook, Taipei: National Taiwan University.
3. Environmental system analysis
1. Kevin Lynch, Gary Hack, translated by Zhang Xiaotong, 1984, Land Laying Plan, Liuhe Publishing House.
2. James A. LaGro, Jr.; translated by Yan Lirong and Wang Wei, 2006, Site Analysis: Connecting Plans and Design Concepts in the Land Planning and Design Process, Taipei: Liuhe Publishing House.
3. Written by Edward T. White; translated by Yan Lirong and Zhang Junxian, 1995, Site Analysis: Image Materials for Architectural Design, Taipei Liuhe Publishing House.
4. Behavioral Observation
1. Gooding, Julia/ Metz, Bill, 2006, Inquiry by Design, Resedog Press.
2. Jan Chipchase, written by Simon Steinhardt, translated by Hong Shimin, The Power of Observation, Baoding Publishing House.
3. Anne Mikoleit and Moritz Purckhauer, translated by Hong Shimin, City Code: 100 Scenes of Observing the City, Pedestrian Publishing House.
4. Alexander, 1994, Vocabulary of Architectural Patterns, Liuhe Publishing House.
5. Concept spatialization
1. Written by Masazuki Kurokawa, translated by Li Baili, 2019, Eight Japanese Aesthetic Consciousnesses, Lion Art.
2. Written by Yasuhiro Shimizu, translated by Huang Yijun, 2015, Image‧Image‧Kyoto: 12 keywords to help you experience Kyoto’s space design and azure culture.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 二次設計題目二次設計題目 Secondary design questions |
75 | |
| LectureLecture lecture |
15 | |
| 平時成績平時成績 usual results |
10 |
