Volume 8,Issue 9
Teaching Practice of Architectural Undergraduate Education Based on Geometric Graphic Training
Against the backdrop of the deep integration of digital and AI technologies in architectural design, prominent drawbacks exist in traditional undergraduate architectural teaching. Solidified curriculum content and fragmented, overloaded teaching knowledge blur key teaching priorities, resulting in confused design thinking, deficient logical systems, and widespread neglect of basic architectural skills among students. Furthermore, the indiscriminate use of AI design tools has led to the degradation of students’ active thinking and spatial construction literacy, leaving even senior undergraduates with insufficient practical design capabilities and fundamental logical flaws. To address the above teaching problems, this paper launches a specialized geometric graphics training course for senior architectural undergraduates. Returning to the essence of architectural design, it constructs a closed-loop design logic of "Demand—Elements + Techniques—Products—Demand". Through hierarchical and modular geometric training tasks, the course guides students to reconstruct design cognition, consolidate basic spatial construction capabilities, and establish systematic design thinking, while remedying competency degradation caused by over-reliance on AI tools. Teaching practice verifies that the progressive geometric training system can effectively standardize students’ design logic and strengthen their spatial perception and construction ability, providing a replicable practical approach for the reform of basic architectural teaching and the improvement of students’ core design literacy.
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