It is well established that Tuning’s development of the concept of competences for the improvement of what is referred to as student-centered approach has proven itself beneficial in developing higher education programs. [1] This paper examines the application of competences suggested by Tuning-MEDA to the benefit of teaching architecture. Two courses were selected from the Architectural Engineering Program at the International University for Science and Technology, Damascus, Syria; namely, Basic Design I and II. Five competences were selected as crucial to be achieved in these two courses: ability to think, perceive and conceive spaces three dimensionally and communicate verbally, in writing, graphically, and/or volumetrically; have critical thinking, analysis and synthesis; knowledge of aesthetics and arts, and understanding their role as key factors in the quality of architectural thinking and design; possess a high level of interpersonal skills; and appreciation of the social and cultural role of architecture. The two courses are evaluated at two levels before being examined in relation to their ability to achieve these competences. They were looked at in connection with Bloom’s Taxonomy and found to be able to deliver learning at its upper levels; namely, analysis, synthesis, and evaluation. They were also examined against the typical Learning Retention Pyramid and were found to provide learning opportunities through learning techniques which provide a high level of retention: demonstration, group discussion, and practice by doing. Finally, it was found that the five competences assigned to the courses were very much achievable and indeed through applying them, the two courses were more focused and could achieve their objectives more successfully. Published online : 30 November 2016 [1] Robert Wagenaar, “Competences and learning Outcomes: a Panacea for Understanding the (New) Role of Higher Education?” Tuning Journal for Higher Education 1, no. 2 (May 2014): 279-302.

中文翻译：

---

通过调整MEDA的能力改进基础设计课程

众所周知，Tuning为改进所谓的以学生为中心的方法而开发的能力概念已被证明对发展高等教育课程有利。[1]本文研究了Tuning-MEDA建议的能力在教学架构中的应用。从叙利亚大马士革国际科学技术大学的建筑工程计划中选出了两门课程；即基本设计I和II。在这两个课程中，选择五项能力是至关重要的：在空间上进行思考，感知和构想空间的能力，并通过书面，图形和/或体积进行口头交流；具有批判性思维，分析和综合能力；美学和艺术知识，并理解其作为影响建筑思维和设计质量的关键因素的作用；具有较高的人际交往能力；并欣赏建筑的社会和文化作用。在对两门课程获得这些能力的能力进行检查之前，会在两个级别上对其进行评估。研究人员将他们与Bloom的分类法联系起来，发现它们能够在较高层次上提供学习；即分析，综合和评估。他们还针对典型的学习保留金字塔进行了检查，发现它们通过学习技术为学习提供了机会，而学习技术则提供了很高的保持力：示范，小组讨论和边做边做。最后，结果发现，分配给这些课程的五个能力非常容易实现，并且实际上通过应用它们，这两个课程更加集中并且可以更成功地实现其目标。在线发布：2016年11月30日[1] Robert Wagenaar，“能力和学习成果：了解高等教育（新）作用的灵丹妙药？” 高等教育学报调整1，编号。2（2014年5月）：279-302。