A Study On Architectural Education For Professional Adaptability

Since the subject concept and teaching mode of architecture were introduced to China in the early 1900s,generations of Chinese architectural precursors have been exploring the ways of fostering native architects.China has been working on the establishment of standardized architect practice,management and evaluation systems since 1990s,so that architectural education and architect professional development complement each other with a clearer aim.With the development and reform of modern society,there appears a logic symbiotic relation between architectural education and architect profession.However,a mature interactive mechanism between the two has yet to be established considering China’s national conditions.What’s more,the research on learning paths and teaching methods in professional education is not systematic.Nowadays,under the background that architectural education achievements are recognized between countries and the subjects have become interdisciplinary in international society,the theories and methods on architect professional adaptability in architectural education will further promote the innovation of fostering mode for architectural talents in China.This thesis,based on the analysis of professionalization process of architectural education at home and abroad and the professional characteristics of architects,discusses different education systems and teaching practices from a macro-medium-micro-scale level focusing on architectural education and its professional adaptability.Firstly,from the macro point of view of education itself.this thesis analyzes and summarizes the "processing" and "reflecting" learning theories represented by Donald A.Schon and David Kolb.and makes a dialectical conparative research on "teaching" and "learning" based on the educational thoughts above.Secondly,from the medium point of view.this thesis expounds on educational system and mode represented by The French Ecole Des Beaux-Arts,French Ecole Polytechnique,Bauhaus,Texas Rangers,AA School of Architecture etc.,summarizes and compares "pedagogies" from the perspective of exploring the essence of architect professional education,and reviews architect professional frame and interdisciplinary interactive mechanism in Britain and America.Finally,from the micro point of view of architectural education and professional adaptability,this paper pays close attention to the research on and innovation of the curriculum.The author makes an in-depth analysis on "live project","The Model for Architectural Design Education" and"Rurl Studio" etc.,which are design courses with professional practice,and expounds the characteristics and significance of these courses through summarizing the outcomes and describing the evaluations.Through discussing "Architectural Education Evaluation","Engineer Excellence Program",professional talents fostering mode and other expositions on the professionalization of architectural education,this thesis attempts to put forward the proposition about creating a professional ecological environment for architectural education.That is to permeate professional culture in the process of architectural education and culture dissemination.to explore practice course mode adapting to local environment when arranging curriculum in order to create virtuous interaction between education and profession,and to provide beneficial suggestions for research on professional adaptability of architectural education in China.