經(jīng)濟(jì)轉(zhuǎn)型時(shí)期建筑文化震蕩現(xiàn)象五題.pdf

1、天津大學(xué)博士學(xué)位論文經(jīng)濟(jì)轉(zhuǎn)型時(shí)期建筑文化震蕩現(xiàn)象五題姓名：戴路申請學(xué)位級別：博士專業(yè)：建筑設(shè)計(jì)及其理論指導(dǎo)教師：鄒德儂20040201ABSTRACTBasedonthestudyofthedevelopmentofChinesearchitecturalcultureinrefornlandopeningtothewestcompletelyfor20years，thispaperdiscussesthereformingphenom

2、enaofChinesearchitecturalcultureduringthetransitionalperiodofeconomyItalsoanalysestheformingofthearchitecturaldesigningindustrywhentheeconomyshiftfromplannedsystemtomarket—orientedonesandconsidersbothofitspositiveandnega

3、tiveinfluenceintoarchitecturalcultureBesides，theauthoraffirmstheprogressofarchitecturalcultureinChinaandpointsoutcertainflawsinprocessofrevolutionaswellCHAPTERONE：Throughtheintroductionofthehistoryof‘‘imitation”and‘creat

4、ion”，theauthoranalysesthestrengthtrialofimitationandcreationinseekofChinesecontemporaryarchitectureduringthetransitionalperiodofeconomyAccordingtoseveralconvincingexamples，thepapersuggeststhatonlyprogressinarchitecturesh

5、ouldberegardedastheconvinciblecriterionof“creation”CHAPTERTWO：ToanalyzetheintroductionofforeigntheoriesinclassifiedstatisticsanditsinfluencesonboththeoreticalandpracticalfieldofChinesearchitecture；toestablisharationalthe

6、oryfortheintroducingsystem；tohaveagoodjudgmentonfutureChinesearchitecturaltheorywhichisgoingtobemoreindependent，CHAPTERTHREE：IndicatingthegroupcharactersanddesignstylesbetweenthesecondandthethirdgenerationofChinesearchit

7、ects，thepapercomparesChinesearchitectscontributedsignificantlytoChinesearchitecturalcultureduringthetransitionalperiodofeconomyEnrichthiscomparativeinvolutioninlightoftheexperienceofsomecontemporaryyoungforeignarchitects

8、CHAPERFOUR：ToanalyzeBeauxArtsentirelytheauthorindicatesthatnowadaysChinesearchitecturaleducation，whichoriginatedfromBeauxArts，facesalotofchallengesinablanknewsituationasfollowings：1)theenrollmentsshiftfromartstudentstosc

9、ientificones2、whetherthearchitectureisakindofcraftsmanshiporarealacademicsubject3)CADasadouble—edgedsword4)thepassivebasiceducationisstrokedbyapositivetopeducation5)thenecessityandpossibilityoftechnologyeducationAtlastth