普通高校非重点建筑学专业发展模式研究
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摘要
随着社会经济的快速发展,建筑行业的繁荣,建筑人才需求量越来越大,于是高校扩招和并校扩大规模也越演越烈,很多工科以及非工科院校都纷纷办起了建筑学专业。但大多这类普通高校由于办学时间短,教学经验少,缺少明确的指导方向,对建筑学专业的职业化、区域化、多元化缺少系统的认识,没有充分结合自身的特点,只是原封不动地照搬其它传统建筑院校的教育模式,导致最后培养的毕业生大多不能及时地进入到职业建筑师的角色当中去,建筑用人单位又不得不花费人力物力进行“二次培养”,造成了资源上的浪费。如何改善这类院校建筑学专业的办学质量,改革教育模式,提高学生的全面素质就成了目前建筑教育改革的当务之急。对于普通高校非重点建筑学专业的教育改革主要针对学科建设以及人才培养两个方面。本文从回顾中国建筑教育的发展历程入手,以此作为建筑教育模式改革的前提条件;其次分析了当前非重点建筑学专业在发展中所存在的问题及现状,以此作为建筑教育改革的背景;通过对处于院校不同地位、不同地区、以及不同院校背景的非建筑学专业问教育模式的对比得出非重点建筑学专业应面向市场大力发展职业化建筑教育的模式;立足本地发展区域化的建筑教育模式;结合优势跨学科发展的建筑教育模式。并且以兰州交通大学建筑学专业的发展为实例,结合具体的建筑教育模式作进一步总结分析,试图为我国非重点建筑学专业提供可参考的发展模式。并且通过以上层层深入的研究分析得出结论:普通高校非重点建筑学专业应结合建筑市场人才需求实现建筑教育职业化,结合不同地区实现建筑教育特色化,结合不同学科实现建筑教育多元化的发展模式。
Along with the social economy fast development,the construction profession prosperity,constructs the talented person demand to be more and more big,therefore the university expands incurs and the school expansion scale also gets stronger and stronger, very many engineering courses as well as the non-engineering course colleges and universities all in abundance managed the architecture specialty.But mostly this kind of ordinary university because the school time is short,the teaching experiences few,lacks the explicit instruction direction,to the architecture specialized professionalism, regionalizing,the multiplication lacks the system the understanding,fully has not unified own characteristic,only is imitates other traditions to construct the colleges and universities constantly the education pattern,causes the graduate who finally raises mostly not to be able to enter promptly to the professional architect's role,the construction employer can not but spend the manpower physical resource to carry on "two raises",has created on the resources waste.How improves this kind of colleges and universities architecture specialized school quality,the reform education pattern, improves student's comprehensive quality to become at present to construct the education reform the urgent matter.Mainly aims at the discipline construction as well as the personnel training two aspects regarding the ordinary university non-key architecture specialized education reform.This article from reviews China to construct the education development course obtaining,takes the construction education pattern reform by this the prerequisite;Next has analyzed when the previous faults key architecture specialized exists in the development the question and the present situation, take the construction education reform by this the background;Through to is at the colleges and universities different position,the different area,as well as the different colleges and universities background non-architecture specialty educates the pattern the contrast to obtain the non-key architecture specialized to be supposed to face the market to develop the professionalism construction education pattern vigorously;Bases locally develops the regionalizing construction education pattern;Union superiority interdiscipline development construction education pattern.And take the Lanzhou Jiaotong University architecture specialized development as the example,unifies the concrete construction education pattern to do further summarizes the analysis,attempts development pattern which specialized provides for our country non-key architecture may refer.And draws the conclusion through above layer upon layer thorough research analysis:The ordinary university non-key architecture specialized should unify the construction market talented person demand realization construction education professionalism,the union different area realization construction education characteristic,union different discipline realization construction education multiplication development pattern.
Along with the social economy fast development,the construction profession prosperity,constructs the talented person demand to be more and more big,therefore the university expands incurs and the school expansion scale also gets stronger and stronger, very many engineering courses as well as the non-engineering course colleges and universities all in abundance managed the architecture specialty.But mostly this kind of ordinary university because the school time is short,the teaching experiences few,lacks the explicit instruction direction,to the architecture specialized professionalism, regionalizing,the multiplication lacks the system the understanding,fully has not unified own characteristic,only is imitates other traditions to construct the colleges and universities constantly the education pattern,causes the graduate who finally raises mostly not to be able to enter promptly to the professional architect's role,the construction employer can not but spend the manpower physical resource to carry on "two raises",has created on the resources waste.How improves this kind of colleges and universities architecture specialized school quality,the reform education pattern, improves student's comprehensive quality to become at present to construct the education reform the urgent matter.Mainly aims at the discipline construction as well as the personnel training two aspects regarding the ordinary university non-key architecture specialized education reform.This article from reviews China to construct the education development course obtaining,takes the construction education pattern reform by this the prerequisite;Next has analyzed when the previous faults key architecture specialized exists in the development the question and the present situation, take the construction education reform by this the background;Through to is at the colleges and universities different position,the different area,as well as the different colleges and universities background non-architecture specialty educates the pattern the contrast to obtain the non-key architecture specialized to be supposed to face the market to develop the professionalism construction education pattern vigorously;Bases locally develops the regionalizing construction education pattern;Union superiority interdiscipline development construction education pattern.And take the Lanzhou Jiaotong University architecture specialized development as the example,unifies the concrete construction education pattern to do further summarizes the analysis,attempts development pattern which specialized provides for our country non-key architecture may refer.And draws the conclusion through above layer upon layer thorough research analysis:The ordinary university non-key architecture specialized should unify the construction market talented person demand realization construction education professionalism,the union different area realization construction education characteristic,union different discipline realization construction education multiplication development pattern.
引文
[1]陈晓瑞、郝文武主编.西方教育哲学流派课程与教学思想[M].北京:中国轻工业出版社,2008.
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[3]荆其敏、张丽安编著.透视建筑教育[M].北京:中国水利水电出版社,2001.
[4]吴良镛著.世纪之交的凝思:建筑学的未来[M].北京:清华大学出版社,1999.
[5]刘先觉主编.现代建筑理论[M].北京:中国建筑工业出版社,1999.
[6]康健,刘松茯编.建筑教育[M].北京:中国建筑工业出版社,2007.
[7]王受之编著.世界现代建筑史[M].北京:中国建筑工业出版社,2000.
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[9]张钦楠著.建筑设计方法学[M].北京:清华大学出版社,2007.
[10]杨永生编.建筑百家回忆录[M].北京:中国建筑工业出版社,2000
[11]顾大庆著.设计与视知觉[M].北京:中国建筑工业出版社,2002.
[12]李海清著.中国建筑现代转型[M].南京:东南大学出版社,2004.
[13][瑞典]诺伯格·舒尔茨著施植明译.场所精神——迈向建筑现象学[M].台北:田园城市出版社,1997.
[14][美国]露丝·本尼迪克特著.文化模式[M].北京:三联书店,1988.
[15][德]H.R.姚斯[美]R.C.霍拉勃著.接受美学与接受理论[M].沈阳:辽宁人民出版社,1987
[1]顾大庆.中国的“鲍扎”建筑教育之历史沿革[J].建筑师,2007(2):19-23.
[2]李先奎.建筑.文化.教育[J].华中建筑,1997,15(2):46.
[3]汪正章.重在过程——考察美国建筑教育的启示[J].建筑学报,1999(1):43.
[4]萧毅强.德国现代建筑教育发展的借鉴[J].南方建筑,2001(4):73-75.
[5]建筑学专业指导委员会欧洲建筑教育考察团.欧洲建筑教育考察与思索[J].建筑学报,2000(6):45-46.
[6]张明皓.试论弱势建筑学专业院校建筑学学科的发展[J].建筑教育改革理论与实践,2005(7):54.
[7]鲍家声.新要求,新导向,新希望——99全国高校建筑学专业指导委员会暨第二届系主任会议综述[J].建筑学报,2000(2):8-11.
[8]王建国.中国建筑教育发展走向初探[J].建筑学报,2004(2):5-7.
[9]丁沃沃.重新思考中国的建筑教育[J].建筑学报,2004(2):14-16.
[10]邵郁,邹广天.国外建筑设计创新教育及其启示[J].建筑学报,2008(10):66-67.
[11]秦佑国.堪培拉协议与中国建筑教育评估[J].建筑学报,2008(10):61-62.
[12]曹亮功.从建筑职业看建筑教育[J].建筑学报,2005(2):76-77.
[13]吴向阳.职业建筑师的来源与建筑教育体系[J].新建筑,2001(4):6-7.
[14]叶荣贵.建筑学教育创造能力培育的思考[J].新建筑,2002(5):57-58.
[15]孙培芳,潘国泰.架构建筑学专业多元互融式教学体系的思考[J].高等建筑教育,2008,17(5):52-53.
[16]程晓青,吴新芳.当代中国建筑学专业教学环境考察[J].世界建筑,2008(11):122-124.
[17]叶桂芹,李红宇,张良平.借鉴国外跨学科合作经验促进我国高校发展[J].黑龙江高教研究,2006(1):19-23.
[1]钱锋.现代建筑教育在中国_1920s_1980s[D].上海:同济大学,2005.
[2]王健.执业注册建筑师培养与建筑学专业教育[D].浙江:浙江大学,2004.
[3]刘晓雪.天津大学建筑学院建筑设计教学改革方法研究初探[D].天津:天津大学,2005.
[4]栗达.朝花朝拾——天津大学建筑学院建筑教学体系改革的研究[D].天津:天津大学,2004.
[5]李显秋.非主流建筑院系建筑学教育模式研究[D].昆明:昆明理工大学,2008.
[1]王志刚.建筑学的社会意义[C]//全国高等学校建筑学科专业指导委员会,中央美术学院,荷兰代尔夫特技术大学.2007国际建筑教育大会论文集.北京:中国建筑工业出版社,2007:68-71.
[2]傅祎,吕品晶.中央美术学院建筑教学课程结构初探[C]//全国高等学校建筑学科专业指导委员会,中央美术学院,荷兰代尔夫特技术大学.2007国际建筑教育大会论文集.北京:中国建筑工业出版社,2007:106-110.
[1]兰州交通大学建筑与城市规划学院本科教学工作评估自评报告(2006-2008).
[2]相关院校建筑学专业本科培养方案.
[2]吴良镛著.广义建筑学[M].北京:清华大学出版社,1989.
[3]荆其敏、张丽安编著.透视建筑教育[M].北京:中国水利水电出版社,2001.
[4]吴良镛著.世纪之交的凝思:建筑学的未来[M].北京:清华大学出版社,1999.
[5]刘先觉主编.现代建筑理论[M].北京:中国建筑工业出版社,1999.
[6]康健,刘松茯编.建筑教育[M].北京:中国建筑工业出版社,2007.
[7]王受之编著.世界现代建筑史[M].北京:中国建筑工业出版社,2000.
[8]龚德顺,邹德侬,窦以德编著.中国现代建筑史纲[M].北京:科技出版社,1987.
[9]张钦楠著.建筑设计方法学[M].北京:清华大学出版社,2007.
[10]杨永生编.建筑百家回忆录[M].北京:中国建筑工业出版社,2000
[11]顾大庆著.设计与视知觉[M].北京:中国建筑工业出版社,2002.
[12]李海清著.中国建筑现代转型[M].南京:东南大学出版社,2004.
[13][瑞典]诺伯格·舒尔茨著施植明译.场所精神——迈向建筑现象学[M].台北:田园城市出版社,1997.
[14][美国]露丝·本尼迪克特著.文化模式[M].北京:三联书店,1988.
[15][德]H.R.姚斯[美]R.C.霍拉勃著.接受美学与接受理论[M].沈阳:辽宁人民出版社,1987
[1]顾大庆.中国的“鲍扎”建筑教育之历史沿革[J].建筑师,2007(2):19-23.
[2]李先奎.建筑.文化.教育[J].华中建筑,1997,15(2):46.
[3]汪正章.重在过程——考察美国建筑教育的启示[J].建筑学报,1999(1):43.
[4]萧毅强.德国现代建筑教育发展的借鉴[J].南方建筑,2001(4):73-75.
[5]建筑学专业指导委员会欧洲建筑教育考察团.欧洲建筑教育考察与思索[J].建筑学报,2000(6):45-46.
[6]张明皓.试论弱势建筑学专业院校建筑学学科的发展[J].建筑教育改革理论与实践,2005(7):54.
[7]鲍家声.新要求,新导向,新希望——99全国高校建筑学专业指导委员会暨第二届系主任会议综述[J].建筑学报,2000(2):8-11.
[8]王建国.中国建筑教育发展走向初探[J].建筑学报,2004(2):5-7.
[9]丁沃沃.重新思考中国的建筑教育[J].建筑学报,2004(2):14-16.
[10]邵郁,邹广天.国外建筑设计创新教育及其启示[J].建筑学报,2008(10):66-67.
[11]秦佑国.堪培拉协议与中国建筑教育评估[J].建筑学报,2008(10):61-62.
[12]曹亮功.从建筑职业看建筑教育[J].建筑学报,2005(2):76-77.
[13]吴向阳.职业建筑师的来源与建筑教育体系[J].新建筑,2001(4):6-7.
[14]叶荣贵.建筑学教育创造能力培育的思考[J].新建筑,2002(5):57-58.
[15]孙培芳,潘国泰.架构建筑学专业多元互融式教学体系的思考[J].高等建筑教育,2008,17(5):52-53.
[16]程晓青,吴新芳.当代中国建筑学专业教学环境考察[J].世界建筑,2008(11):122-124.
[17]叶桂芹,李红宇,张良平.借鉴国外跨学科合作经验促进我国高校发展[J].黑龙江高教研究,2006(1):19-23.
[1]钱锋.现代建筑教育在中国_1920s_1980s[D].上海:同济大学,2005.
[2]王健.执业注册建筑师培养与建筑学专业教育[D].浙江:浙江大学,2004.
[3]刘晓雪.天津大学建筑学院建筑设计教学改革方法研究初探[D].天津:天津大学,2005.
[4]栗达.朝花朝拾——天津大学建筑学院建筑教学体系改革的研究[D].天津:天津大学,2004.
[5]李显秋.非主流建筑院系建筑学教育模式研究[D].昆明:昆明理工大学,2008.
[1]王志刚.建筑学的社会意义[C]//全国高等学校建筑学科专业指导委员会,中央美术学院,荷兰代尔夫特技术大学.2007国际建筑教育大会论文集.北京:中国建筑工业出版社,2007:68-71.
[2]傅祎,吕品晶.中央美术学院建筑教学课程结构初探[C]//全国高等学校建筑学科专业指导委员会,中央美术学院,荷兰代尔夫特技术大学.2007国际建筑教育大会论文集.北京:中国建筑工业出版社,2007:106-110.
[1]兰州交通大学建筑与城市规划学院本科教学工作评估自评报告(2006-2008).
[2]相关院校建筑学专业本科培养方案.