本課程是關注近代東西方交流的過程中，將“Architecture“的概念與相關的知識內容具體化的建構過程，並釐清「台灣近代建築史」的輪廓為教學目標，最主要是跳脫傳統建築史的教學方式，是以「物」為核心課題，亦即是傳統史學中以物作為佐證史料的策略，藉由各別的「建築物」來還原特定時代的詮釋方式。本課程最主要是依循「新史學」的研究方法，採取年鑑學派（École des Annales）的理論基礎，以多元的史觀來進行台灣建築史的建構與討論。因此，本課程就形式上並非是以編年的方式，針對台灣在不同時期的建築形式進行教學與討論，因此在教學的實務上，本課程並不特別重視對於特定建築形式的指認與辯證。亦即跳脫將建築作為時空背景與政經局勢還原點的設定。
因此本課程是著重於理解已經具有「營建文化」的亞洲國家，如何在東西化內容交流，逐漸磨合出新的專業內容，以及如何界定專業意識與專業內容的過程，借鏡相對較早有系統的接觸到西方“Architecture“概念；更將其字定名為「建築」，更藉由殖民統治而帶動台灣現代化建設的日本為例，從其發展的過程過程來看，「建築」實際上是一個因應和英翻譯的對應名詞，事實上日文中的「建築」一詞是新創的「和製漢語」，詞語創造的動機是為了對應由明治維新後由西方引進的新式技術，因此並未涉及詞語內容的辯證，諸如新舊文化之間的交涉等等，因此「建築」作為一個被後設詮釋的新創詞句，其所指涉的內容實際上是非常混沌未明的，而這種模糊的狀態也隨著殖民統治而倉促的傳入台灣，甚至也影響中國。
如果更近一步，從各種相關的研究文獻與史料中，可以發現「建築」所指涉的專業內容其實是相當浮動的，甚至在不同的社經局勢下，對於「建築」所應對應的專業意識與內容都是不一樣的，而這種多元且浮動的專業意識，實際上是因為相對寬鬆的知識建構過程所引起，因此研究者是以「風格」或「形式」等視覺概念來切入，必然會得到更為偏狹的結論。另一方面，當討論的主題時「台灣建築」時，就可以發現在相關的語境下，台灣作為討論建築的前提的條件下，對於所謂的建築專業意識的討論，實際上是更為主動積極的態勢，而不再只是因為日本殖民統治而引發專業技術在地化的被動態度。
因此本課程的安排，在上學期是著重於討論在不同的政經局勢下，對於「建築」的專業意識的影響與建構的過程。從而理解到「建築」實際上是一個被後設詮釋的浮動概念，並且理解在不同的條件因此狀態下，「建築」所分別攝授的知識內容究竟為何。因此本可成的教學規劃，上學期專注於戰後到建築師制度被建立的過程，著重於討論制度確立的過程中，建築的專業意識如何逐漸被確立，以及如何清楚劃分出專業內容的過程，並且以「鄉土文學」運動來作為收攝課程的討論進程。因此下學期將會從「鄉土文學論戰」在重啓討論。之所以會如此側重「鄉土文學論戰」，最關鍵的意義在於，本課程實際上將上學期的教學重點，放在討論台灣在建築專業制度建立過程中的被動角色，而「台灣」在「鄉土文學論戰」中所萌生的「台灣主體意識」，更強化了台灣對於建築的專業意識更為直接且主動的作為，因此本課程上學期的規劃上是從「鄉土文學論戰」開始進行到當代的建築發展為主。
因此，本課程下學期的進度安排，將以「鄉土文學論戰」到當代的時空範圍為主，亦即1980年代到當下的社會局勢。另一方面，由於論述的時空條件與當下的生活環境重疊，因此教學方式將不以ＬＥＣＴＵＲＥ方勢為主，而是藉由討論來溝通與交流。因此授課方式會是以閱讀當代重要的理論文獻，並且針對內容進行討論，從而陪有能夠進行「理論批評」的能力。期望藉此能夠讓參與課程的同學跳脫以往從建築形式進行視覺上的美學評判為主的思維模式，而是能在「
認識論」的基礎上，建構出各自的知識方法，更深入且直接的討論創作意圖與形上概念的思辨。
This course focuses on the construction process of the concept of "Architecture" and related knowledge content in the process of exchanges between modern East and West, and clears the contour of "History of Modern Architecture in Taiwan" as the teaching goal, mainly to skip traditional architecture The teaching method of history is to use "things" as the core subject, that is, the strategy of using objects as supporting historical materials in traditional history, and to restore the method of describing a specific era through various "buildings". This course mainly follows the research method of "New History", adopts the theoretical basis of the École des Annales, and conducts the construction and discussion of Taiwan's architectural history with diverse historical views. Therefore, this course does not teach and discuss the architectural forms of Taiwan at different times in a formal manner through the form of year. Therefore, in teaching practice, this course does not particularly focus on the recognition and identification of specific architectural forms. That is, the setting of the building as a time-space background and political bureau restoration point.
Therefore, this course focuses on understanding how Asian countries that already have a "business culture", how to communicate content in the world, gradually develop new professional content, and how to define professional awareness and professional content, and have relatively long-term systems through lenses Contact the Western concept of "Architecture"; it also named its word "architecture", and it also used colonial rule to drive modern construction in Taiwan as an example. From the perspective of its development process, "architecture" is actually a cause. and The corresponding noun translated in English is actually the word "architecture" in Japanese is the newly created "Han-Chinese language". The lyrics are created to match new technologies introduced by Meiji and the West after the Meiji War, so they do not involve the content of the lyrics. Certificate, like new old text Therefore, as a new vocabulary designed by the later design, the content it refers to is actually very chaotic and unknown, and this vague state is also promoted by colonial rule. The transfer of Taiwan has even affected China.
If we take a step closer, from various relevant research papers and historical materials, we can find that the professional content referred to by "architecture" is actually quite floating, and even under different social situations, the corresponding expertise for "architecture" should be based on different social situations. Both consciousness and content It is different, and this diverse and floating professional idea is actually caused by relatively relaxed intellectual construction processes. Therefore, researchers use visual concepts such as "style" or "form" to get more information. A conclusion of bias. On the other hand, when discussing the topic "Taiwan Architecture", you can find that under the relevant context, Taiwan is actually more active in discussing the so-called professional concept of architecture. The aggressive attitude is no longer just a passive trend in the localization of professional technology due to the Japanese colonial rule.
Therefore, the arrangement of this course was focused on discussing the impact and construction process of "building" under different political situations. From this we understand that "architecture" is actually a floating concept that is later designed, and understand what the knowledge taught by "architecture" is exactly what the conditions and therefore are. Therefore, the teaching plan that could have been achieved focused on the process of establishing the architecture teacher system after the war, focusing on discussing how the professional idea of the architecture is gradually established, and how to clearly plan to separate professional content in the process of establishing the system. , and also use the "Country Literature" campaign as the discussion process for the course. Therefore, the next period will be discussed from the "Governmental Literature War". The most important reason why "country literature war" is so important is that this course actually focuses on the teaching focus of the previous period to discuss Taiwan's passive role in the establishment of a professional construction system, and "Taiwan" is in "country". Literature discussion The "Taiwanese Subject Ideology" emerged in the War, which further strengthens Taiwan's professional awareness of buildings that is more direct and proactive. Therefore, the planning of the first period of this course was carried out from the "Governmental Literature War" to contemporary buildings. Development is the main focus.
Therefore, the progress schedule of this course will focus on the "Country Literature War" to the contemporary temporal and space scope, that is, the social situation from the 1980s to the present. On the other hand, since the time and space conditions described are mixed with the current living environment, the teaching method will not be dominated by LECTURE, but will communicate and communicate through discussion. Therefore, the teaching method will be to read important theoretical papers of the contemporary era and discuss the content, so as to have the ability to conduct "theoretical criticism". I hope that this will allow students participating in the course to skip the thinking mode that is mainly based on visual aesthetic evaluation in the form of architecture, but can
Based on the understanding theory, we construct their respective intellectual methods to discuss the concept of creative ideas and metaphysical concepts more deeply and directly.
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席率出席率 Attendance rate |
15 | |
| 課程參與度課程參與度 Course Participation |
25 | |
| 指定作業指定作業 Specify the operation |
30 | |
| 期末作業期末作業 Final operation |
30 |
