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 process of exchange between the East and the West in modern times, the construction process of concretely constructing the concept of "Architecture" and related knowledge content, and clarifying the outline of "Taiwan's modern architectural history" as the teaching goal. The most important thing is to break away from the traditional teaching method of architectural history and take "objects" as the core subject. This course mainly follows the research method of "New Historiography", adopts the theoretical basis of the École des Annales, and uses multiple historical perspectives to construct and discuss Taiwan's architectural history. Therefore, this course does not teach and discuss Taiwan’s architectural forms in different periods in a chronological manner. Therefore, in terms of teaching practice, this course does not pay special attention to the identification and dialectics of specific architectural forms. That is to say, it breaks away from the setting of architecture as the time and space background and the restoration point of the political and economic situation.

Therefore, this course is focused on understanding the process of Asian countries that already have "construction culture", how to gradually develop new professional content through the exchange of Eastern and Western content, and how to define professional awareness and professional content. It draws on the example of Japan, which was relatively early and systematic in contact with the Western concept of "Architecture"; it even named it "Architecture" and promoted Taiwan's modernization through colonial rule. From the perspective of its development process, "Architecture" is actually a response to and The corresponding noun in English translation, in fact, the word "architecture" in Japanese is a newly coined "Japanese Chinese". The motivation for the creation of the word is to correspond to the new technology introduced from the West after the Meiji Restoration. Therefore, it does not involve the dialectics of word content, such as new and old texts. Therefore, "architecture" is a newly coined word that has been interpreted posthumously, and its content is actually very unclear. This vague state was also hastily introduced to Taiwan with the colonial rule, and even affected China.

If we go one step further and look at various related research documents and historical materials, we can find that the professional content referred to by "architecture" is actually quite fluid. Even under different social and economic situations, the professional awareness and content corresponding to "architecture" vary. are different, and this diverse and floating professional consciousness is actually caused by a relatively loose knowledge construction process. Therefore, researchers who use visual concepts such as "style" or "form" will inevitably reach more narrow conclusions. On the other hand, when the topic of discussion is "Taiwanese Architecture", we can find that in the relevant context, and under the condition that Taiwan is the prerequisite for discussing architecture, the discussion of the so-called professional awareness of architecture is actually a more proactive attitude, and is no longer a passive attitude of localization of professional technology caused by Japanese colonial rule.

Therefore, the arrangement of this course in the last semester focused on discussing the impact and construction process of professional awareness of "architecture" under different political and economic situations. Thus, we can understand that "architecture" is actually a floating concept that is meta-interpreted, and understand what the content of knowledge taught by "architecture" is under different conditions and states. Therefore, Benke’s teaching plan focused on the process from the post-war period to the establishment of the architect system in the last semester. It focused on discussing how the professional consciousness of architecture was gradually established during the establishment of the system, and how to clearly divide the professional content. It also used the "vernacular literature" movement as the discussion process of the included courses. Therefore, the discussion will be restarted next semester from the "Controversy on Local Literature". The most critical reason why there is so much emphasis on the "vernacular literature debate" is that this course actually focused the teaching focus of the last semester on discussing Taiwan's passive role in the establishment of the architectural professional system. The "Taiwanese subject consciousness" that emerged during the "War" has further strengthened Taiwan's professional awareness of architecture in a more direct and proactive manner. Therefore, the planning of this course for the first semester is to start from the "local literature debate" and proceed to the development of contemporary architecture.

Therefore, the schedule for the next semester of this course will be based on the time and space range from the "local literature debate" to the contemporary era, that is, from the 1980s to the current social situation. On the other hand, since the time and space conditions discussed overlap with the current living environment, the teaching method will not be based on LECTURE, but will communicate through discussion. Therefore, the teaching method will be based on reading important contemporary theoretical documents and discussing the content, so as to equip students with the ability to conduct "theoretical criticism." It is hoped that this will enable students participating in the course to break away from the previous thinking mode of mainly visual aesthetic judgment based on architectural form, and instead be able to "
On the basis of "epistemology", they construct their own knowledge methods and discuss creative intentions and metaphysical concepts more deeply and directly.

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