基于能力的教育对印度建筑教育的相关性
Nikhil Kohale1, Pradeep Kini1, Ciraj Mohammed2
1Manipal School of Architecture and Planning, Manipal Academy of Higher Education, Karnataka, Manipal, 576104, India.
F1000Research
|November 26, 2024
概括
本研究探讨了印度建筑课程的基于能力的教育 (CBE). 它确定了八个关键的CBE参数,这些参数对于提高毕业生技能和促进建筑学终身学习具有重要意义.
科学领域:
- 教育教育教育教育教育教育.
- 建筑学 建筑学 建筑学 建筑学
- 基于能力的教育教育.
背景情况:
- 印度的建筑教育往往以定量和技术方面为主,忽视了整体发展.
- 建筑师面临着平衡道德责任,实践要求和创造性想象力的挑战.
- 需要掌握在建筑实践中确保问责制和个性化的能力.
研究的目的:
- 确定基于能力的教育 (CBE) 的关键属性.
- 评估这些CBE属性对印度建筑教育的相关性和适用性.
- 提出将CBE整合到印度建筑课程中的框架.
主要方法:
- 使用了叙事审查方法与描述分析方法相结合.
- 一项系统的文献搜索确定了323篇相关文章,评估后包括了76份文件.
- 为了确保严格性和最大限度地减少偏见,使用了叙事评论文章评估规模 (SANRA) 和PRISMA 2020指南.
主要成果:
- 确定了CBE的八个关键参数,包括定义,起源,过渡,监管方面,特征,教学学习影响,评估框架和挑战.
- 这些参数突出了CBE解决建筑教育独特需求的潜力.
- 该研究为CBE在印度建筑教育中的相关性提出了强有力的理由,这是以前未被充分探索的领域.
结论:
- 采用相关的CBE策略可以培养建筑毕业生对终身学习的基本态度和气质.
- 基于能力的教育提供了一种结构化的方法,以满足建筑行业对专业能力的更广泛期望.
- 这项研究为改革建筑教育提供了基础,以培养更全面,更适应的专业人士.
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