Research on the Teaching of Revit Auxiliary Construction Drawing

• Main Authors: Han-Chin - Lai, 賴漢清
• Other Authors: Chih-Ming Shih
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/h7962p

碩士 === 國立臺灣科技大學 === 建築系 === 105 === Traditionally, teaching students to create construction drawings is to teach them how to convert the final design drawing into a detailed drawing that enables contractors to perform correct calculation and construction. Therefore, the traditional teaching content has focused more on using 2-dimensional building drawings and criterions (e.g., in plan, elevation, and section) to impart to students the various drawing-related technical principles, methods, and skills such as how to accurately illustrate and mark positions, layouts, sizes, and materials. After receiving this training, students are expected to become familiar through practice with the overall structure of a construction drawing and its creation methods, acquire basic skills including creating and reading drawings correctly, and thus develop the ability to review and explain drawings. However, in practice, teachers must frequently address the following questions: (1) how to explicate the meanings of lines on 2-dimensional construction drawings in order to prevent students from misinterpreting and consequently converting drawings to actual 3-dimensional structures incorrectly, as well as assist students to identify possible problems, conflicts, and effects; (2) how to integrate the various construction drawings and criterions that are created separately in a course, and present the completed work clearly and comprehensively to prevent inconsistent drawings and fragmented learning; and (3) how to teach students to inspect the accuracy and completeness of a construction drawing, as well as enable them to comprehend possible interface-related conflicts and the solutions suggested for such problems, and identify possible mistakes and omissions in advance. Revit auxiliary construction drawings enables teachers to display the completed look of a structure’s various parts clearly. Through the display of 3-dimensional models, students can interpret and convert 2-dimeniosnal construction drawings correctly when their practical experiences and structural knowledge are still lacking. This teaching method providing students with the clear display of possible conflicts both the interface and drawings is conducive to proposing integrated suggestions and solutions, reducing the probability of mistakes, omissions, and repetitive inspection arising from the division of labor in drawing creation. Thus, students’ learning intention and teachers’ teaching effectiveness can be enhanced and the gap between teaching and practice can be reduced.