西方建筑历史与理论教学中的“宏观-微观”阅读探析——上海交通大学“西方建筑历史与理论”课程教学改革探索

Analysis of “Macro-Micro” Reading in Western Architectural History and Theory Teaching——Exploration on the Teaching Reform of the Course “History and Theory of Western Architecture” of Shanghai Jiaotong University

20世纪西方史学经历了从以兰克史学为代表的传统史学到新史学及新文化史的发展过程,西方建筑史学的发展呈现出从宏观到微观的变化,受其影响国内的西方建筑历史教学与研究,从20世纪20年代起长期的宏观建筑史教学模式,在20世纪80年代以后逐渐被打破。近年来强调历史丰富性和复杂性的微观阅读出现在越来越多的建筑院校教学改革中。微观阅读能够激发学生的学习兴趣,启发学生的问题意识和思考能力。但过于关注微观阅读而缺乏结构性认知会导致忽视历史关联性,而陷入自说自话的虚构性误区。因此,我们在西方建筑历史理论教学改革中思考"宏观阅读"与"微观阅读"如何平衡,进行了旨在结构与细节并存的优化教学探索。

Western historiography experienced the development process from traditional historiography represented by Ranke Historiography to new historiography and new cultural history in the 20th century.The development of western architectural historiography has shown changes from macro to micro,which is influenced by the teaching and research of western architectural history in China.The long-term teaching model of macro-architectural history from the 1920s was gradually broken after the 1980s.In recent years,micro-reading that emphasizes the richness and complexity of history has appeared in the teaching reform of more and more architectural colleges.Micro-reading can stimulate students’interest in learning and inspire students’problem awareness and thinking ability.However,too much attention to micro-reading and lack of structural cognition will lead to the fictional misunderstanding of ignoring historical relevance.Therefore,in the teaching reform of western architectural history theory,we think about how to balance"macro reading"and"micro reading"and carry out teaching explorations aimed at the coexistence of structure and details.