Architectural Teaching Curriculum Reform under the Integration of "AIGC-Emotion Engineering"

Jingda Li; Haitao Lian; Jing Zhang

doi:10.47297/wspiedWSP2516-250025.20261001

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Architectural Teaching Curriculum Reform under the Integration of "AIGC-Emotion Engineering"

10卷第1期

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Architectural Teaching Curriculum Reform under the Integration of "AIGC-Emotion Engineering"
Architectural Teaching Curriculum Reform under the Integration of "AIGC-Emotion Engineering"
1.School of Architecture and Art,Hebei University Of Engineering, Handan, Hebei, 056038, China
2.School of Architecture, Tianjin University, Tianjin, 300072, China
2026年10卷第1期页码：110-116
纸质出版：2026-01-30
DOI：10.47297/wspiedWSP2516-250025.20261001
Accepted：

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Jingda Li, Haitao Lian & Jing Zhang. (2026). Architectural Teaching Curriculum Reform under the Integration of "AIGC-Emotion Engineering". 国际教育与发展（英文版）, 10(1), 110-116.

Li Jingda,Lian Haitao,Zhang Jing.Architectural Teaching Curriculum Reform under the Integration of "AIGC-Emotion Engineering"[J].Journal of International Education and Development,2026,10(01):110-116.
Jingda Li, Haitao Lian & Jing Zhang. (2026). Architectural Teaching Curriculum Reform under the Integration of "AIGC-Emotion Engineering". 国际教育与发展（英文版）, 10(1), 110-116. DOI： 10.47297/wspiedWSP2516-250025.20261001.

Li Jingda,Lian Haitao,Zhang Jing.Architectural Teaching Curriculum Reform under the Integration of "AIGC-Emotion Engineering"[J].Journal of International Education and Development,2026,10(01):110-116. DOI： 10.47297/wspiedWSP2516-250025.20261001.

摘要

Abstract

The rapid integration of Generative Artificial Intelligence (AIGC) into contemporary architectural education has revealed students'tendency to rely excessively on intelligent tools while lacking emotional feedback mechanisms within AI-assisted learning. Taking the curriculum reform at Hebei University of Engineering as a case study

this research outlines specific reform measures under the joint application of AIGC and Emotion Engineering

encompassing four stages: site perception

spatial configuration

iterative evolution

and integrated representation. Analysis of post-course student feedback indicates that the reform effectively enhanced students'abilities in site analysis

spatial logic

and emotional expression

while strengthening their critical thinking skills. The study validates the feasibility of architectural pedagogy reform under the integrated framework of "AIGC-Emotion Engineering".

关键词

Keywords

references

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