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The Polytechnic Model in China's Arc...

Han, Ruyi.

The Polytechnic Model in China's Architectural Education: Its Evolution, Characteristics and Contemporary Challenges.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Polytechnic Model in China's Architectural Education: Its Evolution, Characteristics and Contemporary Challenges.
作者:	Han, Ruyi.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, 2018
面頁冊數:	472 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-05, Section: A.
附註:	Publisher info.: Dissertation/Thesis.
Contained By:	Dissertations Abstracts International80-05A.
標題:	Architecture.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11012140
ISBN:	9780438658424

The Polytechnic Model in China's Architectural Education: Its Evolution, Characteristics and Contemporary Challenges.
Han, Ruyi.

The Polytechnic Model in China's Architectural Education: Its Evolution, Characteristics and Contemporary Challenges. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 472 p.

Source: Dissertations Abstracts International, Volume: 80-05, Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2018.

This item must not be sold to any third party vendors.

The establishment of the Department of Architectural Engineering at National Fourth Sun Yat-sen University in 1927 is widely considered as the beginning of collegiate architectural education in China. Precisely, it should be the start of the Beaux-Arts model in China. Before the Beaux-Arts model was imported, the Polytechnic model, introduced twenty years earlier, had already shaped the development of the country’s architectural education. The Polytechnic model originated at the French Ecole Polytechnique and spread all over Europe, then the United States and Japan successively. In the late nineteenth and the early twentieth century, overseas returnees who had studied architecture introduced the Polytechnic model to China. This approach influenced the earliest Chinese architectural education institutions and government educational systems. The model has since been adopted by distinguished architecture schools, for example, Suzhou Industrial Specialised School, Rangqin University, and so forth. Factors such as policy guidance, the overseas returnees, and the Beaux-Arts model have played significant roles in the evolution of the Polytechnic model over time. Despite its gradual loss of dominance, the model indeed offers an important reference point for those seeking to reform contemporary architectural education. Besides the Polytechnic model is often neglected in existing research because the Beaux-Arts model is usually regarded as the predominant system in Chinese architectural education. For those reasons, a study of the Polytechnic model provides both a fresh perspective on Chinese architectural education and a means of interpreting its historical evolution. The thesis mainly examines the introduction and development of the Polytechnic model in China as well as its essential character. The research is presented in four main stages: the origin and early development of the Polytechnic model in foreign countries; the evolution of the Polytechnic model in China; the differences between the Polytechnic model and the Beaux-Arts model in China’s architectural education; critical reflection on the problem of homogeneity in the architectural education of contemporary China. The development of the educational models adopted at key architecture schools is analysed and correlated with changes in the social and political context. Based on historical research, the thesis traces the competition and the convergence between the Polytechnic model and the Beaux-Arts model, establishing a research model for evaluating architectural educational models from the perspective of educational research. Taking the South China Institute of Technology (now SCUT) and the Nanjing Institute of Technology (now SEU) as representatives of the two models, the thesis presents quantitative analyses on their performance in teaching, faculty background, preference of academic research and the professional practice of graduates. Differences between the two models are interpreted through corresponding data charts. A quantitative comparison is then performed between the proportion of each course-category in various architecture schools to verify and analyse the homogeneity of architectural education in contemporary China. The thesis fills a gap in the study of Chinese architectural education by reaffirming the importance of the Polytechnic model for China’s educational history. It also provides a reference and a basis for potential reform of modern Chinese architectural education.

ISBN: 9780438658424Subjects--Topical Terms:

208437
Architecture.

The Polytechnic Model in China's Architectural Education: Its Evolution, Characteristics and Contemporary Challenges.
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520 $a The establishment of the Department of Architectural Engineering at National Fourth Sun Yat-sen University in 1927 is widely considered as the beginning of collegiate architectural education in China. Precisely, it should be the start of the Beaux-Arts model in China. Before the Beaux-Arts model was imported, the Polytechnic model, introduced twenty years earlier, had already shaped the development of the country’s architectural education. The Polytechnic model originated at the French Ecole Polytechnique and spread all over Europe, then the United States and Japan successively. In the late nineteenth and the early twentieth century, overseas returnees who had studied architecture introduced the Polytechnic model to China. This approach influenced the earliest Chinese architectural education institutions and government educational systems. The model has since been adopted by distinguished architecture schools, for example, Suzhou Industrial Specialised School, Rangqin University, and so forth. Factors such as policy guidance, the overseas returnees, and the Beaux-Arts model have played significant roles in the evolution of the Polytechnic model over time. Despite its gradual loss of dominance, the model indeed offers an important reference point for those seeking to reform contemporary architectural education. Besides the Polytechnic model is often neglected in existing research because the Beaux-Arts model is usually regarded as the predominant system in Chinese architectural education. For those reasons, a study of the Polytechnic model provides both a fresh perspective on Chinese architectural education and a means of interpreting its historical evolution. The thesis mainly examines the introduction and development of the Polytechnic model in China as well as its essential character. The research is presented in four main stages: the origin and early development of the Polytechnic model in foreign countries; the evolution of the Polytechnic model in China; the differences between the Polytechnic model and the Beaux-Arts model in China’s architectural education; critical reflection on the problem of homogeneity in the architectural education of contemporary China. The development of the educational models adopted at key architecture schools is analysed and correlated with changes in the social and political context. Based on historical research, the thesis traces the competition and the convergence between the Polytechnic model and the Beaux-Arts model, establishing a research model for evaluating architectural educational models from the perspective of educational research. Taking the South China Institute of Technology (now SCUT) and the Nanjing Institute of Technology (now SEU) as representatives of the two models, the thesis presents quantitative analyses on their performance in teaching, faculty background, preference of academic research and the professional practice of graduates. Differences between the two models are interpreted through corresponding data charts. A quantitative comparison is then performed between the proportion of each course-category in various architecture schools to verify and analyse the homogeneity of architectural education in contemporary China. The thesis fills a gap in the study of Chinese architectural education by reaffirming the importance of the Polytechnic model for China’s educational history. It also provides a reference and a basis for potential reform of modern Chinese architectural education.
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