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。
作為中國建築史的入門，本課程在內容方面採取如下安排：中國建築史（一）按編年的時序為學生奠立理解建築發展演變過程的基礎，中國建築史（二）則以「專題史」的方式進行，並增加更多台灣建築史的內容；「建築史與設計的連結」（古代／傳統空間營造如何啟發當代建築師）部份內容也將移入中國建築史（二）。1. Comb the development and evolution of China's architectural history, focus on humanistic thinking, understand the interaction between people and space through behavior, and focus on life history, so that students can have basic but practical knowledge of Chinese architectural history.
2. From the historical experience of space construction, stimulate students' thinking on building design, cultivate the ability to solve space problems and improve environmental quality.
3. Rethink the diverse aspects of architectural history in a reflective way, laying the foundation for students to further deepen spatial history research in the future.
This course is intended to cultivate students' ability to observe the phenomenon of buildings and think about building problems from a historical perspective. See space production and historical discussions on how production is done in the process of time. To achieve this purpose, the class begins with some reflexive thinking, including rethinking the rise of Chinese architectural historiography, and intentionally distinguishing under the influence of the West, "architecturalists" or "stand" The use of the terms " and the reference behind it.
In terms of the "scope" taught by the Chinese Architecture History Course, this course has the following reflection on space and time. In terms of "space", China's architectural history is not limited to the scope of today's national political border planning. A broader perspective on the distribution and impact of Chinese architecture should be understood; Chinese architecture history must discuss "Chinese architecture" in the context of "Asia". In terms of the span of "time", Chinese architectural history is not presented in many architectural histories that only focus on the aesthetics of classical architecture, and the next sentence is drawn with the collapse of the Qing Dynasty; on the contrary, the power to build modern Chinese cities and buildings in modern times is to create modern Chinese cities and buildings. It is also worth analyzing.
Architecture is not an appreciation of formal aesthetics or a value transmission of improper consciousness forms, but a concrete reality of ideological systems and values in space construction. Architectural history should never be a single-level statement (the emperor will be in line), ethnic group (Han tribe), and gender (male). This course hopes to make up for the shortcomings in the past research on Chinese architectural history. In addition to the study of traditional palaces, we also pay attention to the time and region changes of the diverse rural residential buildings; in addition to the Central Plains Han people who occupy the mainstream argumentative status, we will not forget it. Learn to the Vide House for the Aboriginal and minority groups connected with life. Architectural history is not the same as the history of architectural technology, nor is it limited to the history of architects or buildings. In the study of architectural history, the "material form of buildings" is just a concrete reality of non-material thoughts and value systems in space; the Confucian culture and folk beliefs that directly influence the behavior of construction are the key. In short, the core of architectural history focuses on "people": how people's thoughts and psychology (any emotions such as expectation or fear), people's activities in space, and their interactions with each other, can be realistic, symbolic, or Influence the construction of space in the theory.
Traditional Chinese architecture is not a materialized commodity, but a living system of construction, and it still has its influence in modern society. Architectural history is not a pile of stereotyped knowledge. Only by utilizing its principles can we nourish the imagination of the building designer. Therefore, this course also adds "Design Thinking" while teaching historical content, and discusses design methods for related topics, and tries to strengthen the connection with the junior high school building design course.
As the entry point of China's architectural history, this course adopts the following arrangement in terms of content: China's architectural history (I) Lay the foundation for students to understand the process of building development and evolution in the year of the year, and China's architectural history (II) takes "Special History" ”, and add more contents of Taiwan’s architectural history; some contents of “architecture history and design” (How to create contemporary architects in ancient times/traditional space construction) will also be moved into China’s architectural history (II).
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 隨堂測驗（不定期）隨堂測驗（不定期） Lutang Test (daily) |
40 | |
| 期中、期末報告期中、期末報告 Mid-term and final reports |
30 | 請手寫、掃描上傳至Moodle教學平台。 |
| 期中、期末筆記期中、期末筆記 Mid-term and final notes |
30 | 請手寫、掃描上傳至Moodle教學平台。 |
