文化遗产保护课程的体验式教学探索——以中国大运河文化遗产为例
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摘要
文化遗产保护教育越来越受到各界重视,而文化遗产保护课程具有学科涵盖广、覆盖范围大的特点。文章针对设置在建筑学专业学位研究生课程中的文化遗产保护课程教学模式,以中国大运河文化遗产为案例,结合文化遗产课程跨学科的特点,即重视传统基础理论教学的历史梳理,更强调实践体验的现存遗产价值研究。由"教"为主体的传授式课堂传授,转变为多渠道获取学术资源,到"导"为特色的体验式研究教学,提出了"教"与"导"互动的教学模式。这种新教学模式充分体现了文化遗产保护课程教学的专业性和开放性,更有利于培养时代需要的具有实践能力的复合型应用人才。
Cultural heritage conservation course has attracted more and more attention in recent years which was integrated multiple disciplines. In this paper, we aim at the teaching mode of cultural heritage conservaiton courses in architecture masters' course, taking the cultural heritage of the Grand Canal as an example, combined with the interdisciplinary characteristics of cultural heritage courses, that is, paying attention to the history of traditional basic theory teaching, and emphasizing the practical experience as well as the existing space values' research. "Teaching" as the main mode in course teaching has transformed to obtain different academic sources in different ways, meanwhile, with "Guide" as the open experiential research teaching mode, the interaction mode between "Teaching" and "Guide" has been proposed. This new teaching mode reflects the professionalism and openness of cultural heritage conservation course teaching, and is conducive to cultivating the well-rounded graduates with practical ability needed by the society.
Cultural heritage conservation course has attracted more and more attention in recent years which was integrated multiple disciplines. In this paper, we aim at the teaching mode of cultural heritage conservaiton courses in architecture masters' course, taking the cultural heritage of the Grand Canal as an example, combined with the interdisciplinary characteristics of cultural heritage courses, that is, paying attention to the history of traditional basic theory teaching, and emphasizing the practical experience as well as the existing space values' research. "Teaching" as the main mode in course teaching has transformed to obtain different academic sources in different ways, meanwhile, with "Guide" as the open experiential research teaching mode, the interaction mode between "Teaching" and "Guide" has been proposed. This new teaching mode reflects the professionalism and openness of cultural heritage conservation course teaching, and is conducive to cultivating the well-rounded graduates with practical ability needed by the society.
引文
[1]张鹏.“建筑学”与“遗产保护”的交响:写在同济大学历史建筑保护工程专业创建15周年之际[J].中国建筑教育,2017(S1):66-74.
[2]郭璇.“文化遗产保护理论”留学生国际课程建设初探[J].室内设计,2012(4):8-12.
[3]常青.培养专家型的建筑师与工程师:历史建筑保护工程专业建设初探[J].建筑学报,2009(6):52-55.
[4]贺云翱,毛颖.走近“文化遗产学”问题与对策:贺云翱教授专访[J].东南文化,2011(5):14-22.
[5] KOLB D.Experiential learning:experience as the source of learning and development[M].New Jersey:Prentice-HalJ,1984:42.
[6]田红云.体验式教学的认识论基础及应用探析[J].扬州大学学报(高教研究版),2010,14(6):80-82,86.
[2]郭璇.“文化遗产保护理论”留学生国际课程建设初探[J].室内设计,2012(4):8-12.
[3]常青.培养专家型的建筑师与工程师:历史建筑保护工程专业建设初探[J].建筑学报,2009(6):52-55.
[4]贺云翱,毛颖.走近“文化遗产学”问题与对策:贺云翱教授专访[J].东南文化,2011(5):14-22.
[5] KOLB D.Experiential learning:experience as the source of learning and development[M].New Jersey:Prentice-HalJ,1984:42.
[6]田红云.体验式教学的认识论基础及应用探析[J].扬州大学学报(高教研究版),2010,14(6):80-82,86.