| 王洁琼 胡恒.世界建筑史教学中的“关系”再现方法转向[J].建筑师,2024,(6):099-107. |
| 世界建筑史教学中的“关系”再现方法转向 |
| A Relational Shift in the Teaching World Architectural History |
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| DOI：10.12285/jzs.20231229001 |
| 中文关键词: 关键词：建筑史教学、再现、图像、关系建构、现当代建筑史 |
| 英文关键词: Keywords：Architectural history teaching,Representation,Image,Relational reconstruction,Modern history |
| 基金项目: |
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| 摘要点击次数: 19 |
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| 中文摘要: |
| 摘要：本文以“再现”问题的视角切入，探讨世界建筑史教学中阐释历史建筑影响建成环境演变的视角和方法
转向。随着更新的媒介工具与“再现”的方式和目的不断交融，建筑史的书写范式也发生改变：建筑史已不再
是作为一种可凭经验验证的过去“真实情况”的记录，而是作为一种对当今关切的问题和未来的可能结果之间
的过渡。与此同时，建筑史教学正通过反思“再现”方式和目的的变化而革新：作为建筑史教学中的“再现”媒
介，从图像到时空情境，其不仅是作为对历史参考的描述或抽象概念的表达，而且是用于认知、质询甚至重建
尚未被发现的复杂或模糊关系。本文通过梳理建筑史教学中对英国伦敦大学学院和美国密西根大学的建筑史教
学实例的观察以及对课程讲师的深入访谈，从教学法、内容组织以及课程作业设置等方面进行比较分析，揭示
当代世界建筑史教学中对建成环境的生产方式、社会过程及其创造历史等拓展关系的强调及其相应的再现和阐
释方式的转变。认识这些转变将对于我们重新思考建筑史的学科边界以及重新建构世界建筑史教学的框架具有
参考意义。 |
| 英文摘要: |
| Abstract：This article explores the paradigm shift in teaching world architectural history by focusing on the fun-
damental question of representation. That is how historical precedent continues to shape the form of the built
environment. With the changing means and purposes of “representation，” the architectural history writing and
teaching paradigms have transformed：writing or teaching architectural history no longer means merely present-
ing an empirically verifiable record of the past “the way it really was，” but rather mediating present-day concerns
and producing possible futures. The role of images and environments as representational mediums in architectural
history teaching has also gained a new positioning. Images and environments engaged in architectural education
are not only descriptions or representations of reality but also tools for recognition，reconstruction，and rediscov-
ery of relations-architecture’s complex and ambiguous relationships to the world. It draws on teaching examples
from the UCL Bartlett School of Architecture and the University of Michigan to outline a conceptual framework
for this teaching approach，including the framing of theoretical references，the cultivation of relational and critical
thinking skills，and the establishment of effective working disciplines. |
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