虚拟现实技术在空间认知与设计思维训练等方面具有独特优势,而空间认知能力是建筑学基础教育的一项重要指标,目前虚拟现实结合建筑教育的案例多侧重于教学过程描述与技术路线分析,而对于教学成果的评价仍有待进一步实践证明。本文通过对空间认知能力的基本定义、形成方式和评价要素的阐述,并提取其中的空间尺度认知要素,将虚拟现实技术作为部分教学手段介入建筑初步教学改革实践课程,以调查问卷的形式对低年级学生的空间认知能力提升情况进行量化分析。实验结果表明,虚拟现实介入教学过程后,可对学生的建筑空间尺度认知能力提升11.2%-68.7%,对立面开窗尺度的理解变化则表现出局限性；此外,研究表明经VR教学的同学更加关注空间体验感,说明空间思维方式受教学手段的影响,虚拟现实使视觉表征与空间思维的关系更加密切。

Virtual reality technology in such aspects as spatial cognition and design thinking training has unique advantages, and spatial cognition is an important index of the basic education of architecture. At present, the application cases of virtual reality technology in architectural design education mainly focus on the description of teaching process and decomposition of technical process, while the evaluation of teaching results still needs further practice and verification. This paper expounds the basic definition, form and evaluation factors of space cognitive. It also takes the virtual reality technology as part of an Architectural Essentials teaching reform course, to extract the space scale cognitive factors of spatial cognitive ability, in the form of a questionnaire for junior student of spatial cognition ability to improve conditions for quantitative analysis. The experimental results showed that after the intervention of virtual reality in the teaching process, students" cognitive ability of building spatial scale increased by 11.2 percent to 68.7 percent, while the understanding of the windowing scale showed limitations. In addition, students who have been taught by virtual reality pay more attention to the sense of experience, indicating that the way of spatial thinking is influenced by teaching methods, and virtual reality makes the relationship between visual representation and spatial thinking more close.

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