Revit輔助建築施工圖教學之研究
Research on the
Teaching of Revit Auxiliary Construction Drawing
【關鍵字】
Revit、施工圖、轉換、整合、檢核
Revit, construction drawing,
conversion, integration, inspection
【論文摘要】
傳統施工圖的教學觀念，在於教導學生如何把已定案之設計圖說，轉換為可供營造人員正確估算及施工之設計詳細圖說，因此教導內容較著重於將建築構造物以平、立、剖面等二維圖說方式，將各部份的繪圖原理、方法與技巧等技術層次方面特性，例如位置放樣、尺寸標註及材質標示說明等圖說正確表達方式傳授予學生，以期學生能藉由實際操作熟悉施工圖整體架構與繪製方法，並具備製圖、識圖之基本能力，進而培養審圖及解釋圖說能力。
但在實務教學上則須經常思考：一、如何清楚說明讓學生瞭解二維施工圖面上各線條所代表的意義，以避免造成學生解讀及轉換成三維實體構造樣貌時產生落差，並協助其判斷可能產生的問題、衝突與影響。二、如何將課程計畫中分別繪製的各部份施工圖說整合，並將完成後樣貌清楚完整呈現出來，避免圖說前後不一致及片段式的學習。三、如何檢核施工圖繪製之正確性及完整性，讓學生明白界面可能產生銜接衝突及建議解決方式，並預先發覺可能產生之錯誤及疏漏。
Revit輔助建築施工圖教學可將構造物各部份未來完成後之完整樣貌清楚呈現，藉由3D模型的展示使得學生在實務經驗或構造知識尚有不足的情況下，能正確解讀與轉換2D施工圖說以避免落差。清楚顯示介面及圖說可能產生衝突之處以利提出整合建議方案，降低分工繪製造成錯誤疏漏及重複檢核機率，進而提升學習意願及教學成效，減少教學與實務間落差。
【Abstract】
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 of providing
students with a clear display of possible conflicts in 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.