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　　《国外高等院校建筑学专业教材：建筑经典读本》精选了建筑历史中，特别是现代建筑中经典的理论和实践论著，撷取其中的精华部分编辑成36个读本，分为序篇、一部分、第二部分、第三部分、终篇、三部分又分为9个专题，全面涵盖了从建筑历史和理论、建筑文脉到建筑过程的方方面面，每篇读本又配以中英文的导读介绍了每本书的背景和价值。
　　本书的精彩内容和编排方式都决定了它可成为高等院校建筑学专业一本难得的学习辅导书，同时也可作为该专业双语教学和专业英语教学的教材。

内页插图

目录

序篇
读本1 第一书
第一部分 作为人造物的建筑
1 建筑历史与理论
读本2 文化转型和地域转型
读本3 乌托邦建筑
读本4 社区建筑
读本5 历史和先例：走向旧建筑
2 建筑形式
读本6 建筑师及其符号
读本7 历史主义与符号学的局限性
读本8 审美过程的经验背景
读本9 列表作为一种设计方法，以及非对称和不协调性
3 建筑技术
读本10 智能的呼吸
读本11 一个新技术概念和几个特征
读本12 抵制形式的结构
读本13 高层办公大楼的艺术思考
第二部分 建筑的文脉
4 城市的环境
读本14 场所和力量：一个关于洛杉矶的设想
读本15 城市需要旧建筑
读本16 回顾与展望
读本17 回归古希腊广场
5 自然环境
读本18 美国的公共空间
读本19 场地的浪费
读本20 论价值
6 人文环境
读本21 作为人类自我之任号的房子
读本22 空间人类学：一种组织模式
读本23 论建筑对文化的回应
读本24 时空
第三部分 建筑的过程
7 设计过程
……
8 建筑的社会含义
9 建筑职业
终篇

精彩书摘

　　ABOUT
　　CHRISTOPHER ALEXANDER is a professor of architecture at the University of California at Berke’Lev．Hc is also a practicing architect who has implemented a variety of analytic design tools and waysof design thinking in his practice．Alexander’S writings include Community and Privacy（with S．Cher—mayeff）．Notes on the Synthesis of Form；A Pattern Language（with S．Ishikawa and M．Silverstein）；and The Timeless Way ofBuilding．
　　REYNER BANHAM was an architectural educator and critic who studied the relationships betweenmodem technology．social processes，and architectural design．He taught at University College，London；the State University of New York at Buffalo；and the University of California at Santa Cruz．His booksinclude Theory and Design in the First Machine Age；The New Brutalism；The Architecture ofthe Well—Tempered Environment；and A Concrete Atlantis．JUDITH R．BLAU is a Gillian T Ceil University Professor of Sociology at the University of North Car—olina。Chapel Hill．She is an expert on the cultural and social dimensions of the architectural，planning，and design professions．Blau has conducted a variety of research projects that focus on the ecology ofcontemporary cultural organizations．Her books include Architects and Firms：／he Shape of Culture；Remaking the City；and Social Contracts and Economic Markets．
　　ERNEST L．BOYER served as president of the Carnegie Foundation for the Advancement of Teachingand is CO．author（with L．Mitgang）of Building Community：A New Future for Architectural Educationond Practice．His books have covered education at all levels and include College：The UndergraduateExper｛ence；ScholarshJp Reconsidered；Ready tO Learn；and the Basic Sch001．Boyer also served as U．S．Commissioner of Education from 1 977-79 and chancellor of the 64．．campus State University of NewYbrk system from 1970-77．
　　GEOFFREY BROADBENT is an architectural educator and researcher，was the Head of School，Portsmouth，1 967—88，and retired in 1 994．His books include Design in Architecture；Urban Space De—sign；and edited compilations on Signs，Symbols，and Architecture（with R．Bunt，C．Jenks）and Mean—ing and Behavior／with R．Bunt and T Llorens）．Professor Broadbent is retired，but continues a vigor—OUS lecture schedule，especially in Latin America．DENISE SCOTT BROWN is a partner with Robert Venturi in the architectural firm of Venturi，ScottBrown and Associates，Inc．As an architect，planner，and urban designer，she is responsible for the firm’Surban planning，urban design，campus planning，and architectural and facilities programming projects．Brown’S 35 years of interdisciplinary experiences cover building complexes，downtowns，commercialdistricts．inner-city neighborhoods，recreation areas，university campuses，small towns，and suburbs．She is the 1 996 recipient of the ACSA／AIA Topaz Medallion．
　　ALAN COLQUHOUN is an architect and educator who practiced as a partner in the LondOn firmColquhoun and Miller and also taught at several institutions including the Architectural Ass0Ciation．Princeton，Cornell，and the Polytechnic of Central London．His designs reflected the evo〕ution of histheories of architecture，which are expressed in his books Essays in Architectural Criticism and ModC卜nity and the Classical Tradition．
　　JAMES MARSTON FITCH is a leading authority in the United States in the field 0f historjC Drcserva．tion．Dr．Fitch founded Beyer Blinder Belle，an architectural firm in New York City known for i‘tS uniauedesign and development approach to historic preservation．He was the founder and director of the graduate programs In historic preservation at both Columbia University and the University of Pennsylvania．He is the recipient of the Louise du Pont Crowninshield Award，The National Trust for HistoriC Prcsevation’s highest honor for an exemplary career in preservation．His writings include The AmericBuilding：The Historical and Environmental Forces That Shape／／；Walter Gropius；ArchitcCtEsthetics ofPlenty；and Historic Preservation．“Curatorial Management ofthe Built World．
　　KENNE丁H FRAMPTON is an architect and architectural historian．He has taught at the Royal C011eQeof An in London，was a fellow of the Institute for Architecture and Urban Studies in New Ybrk．and Curently is the Ware Professor ofArchitecture at Columbia University．His books include ModernArchi．tecture：A Critical History；Modern Architecture：1851—1945；and Studies in Tecton／c C“It“rf．He is the1 99 1 recipient of the ACSA／AIAopaz Medallion．R．
　　BUCKMINSTER FULLER was an architect，engineer，inventor，and philosopher wh0 is best knOwnin architectural history for his use of the geodesic dome as a structural form．He was a writer and Pub—lisher，the principal of the Dymaxion and Geodesic Corporations，and Professor of Design at SouthemIllinois University．He authored the books Critical Path；Earth Inc SpaceShipEarth；and Synergetics：Explorations in the Geometry of Thinking．
　　ROBERT GUTMAN is a sociologist on the faculty of the School of Architecture at PrinCeton Univer—S’ty，where he teaches courses on housing，housing practice，and architectural theory．Dr．Gutman haswritten extensively on issues of the built environment and the profession．He is an honorary member 0fthe AIA，and has been the recipient of many awards，citations，and fellowships from associations andIoundations in architecture and the social sciences．His books include People and Buildings；The De．．sign ofAmerican Housing；Neighborhood，Cir．and Metropolis；and Architectural PraCti
　　EDWARDHALL is a writer，educator，and anthropologist who pioneered the studv of the relation—ships between human culture and the built environment．He has held a variety of positions in highereducation，government，and business．His work has bridged the disciplinary boundaries of design．thesocial sciences，philosophy，and politics．His books include The Silent Language；The Hidden Dimen—sion；Beyond Culture；The Dance ofLife；The Fourth Dimension in Architecture；and A”Anthrop（C）／一ogy ofEveryday Life．
　　DAVID S．HAVILAND is a professor of architecture and Vice President for Student Life a〔RenssclacrPolytechnic Institute，Troy，New York．He teaches and conducts research in the building procurementprocess and practice management，and he has edited a number of practice publications for the AmericanInstitute of Architects（AIA）
　　……

前言/序言

国外高等院校建筑学专业教材：建筑经典读本 电子书 下载 mobi epub pdf txt

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⑤教学生抓重点.教学难免有意外，课堂难免有突变，应对教学意外、课堂突变的本领，就是我们通常说的驾驭课堂、驾驭学生的能力。对教师来说，让意外干扰教学、影响教学是无能，把意外变成生成，促进教学、改进教学是艺术。生成相对于教学预设而言，分有意生成、无意生成两种类型；问题生成、疑问生成、答案生成、灵感生成、思维生成、模式生成六种形式。生成的重点在问题生成、灵感生成。教学机智显亮点.随机应变的才智与机敏，最能赢得学生钦佩和行赞叹的亮点。教学机智的类型分为教师教的机智、学生学的机智，师生互动的机智，学生探究的机智。机智常常表现在应对质疑的解答，面对难题的措施，发现问题的敏锐，解决问题的灵活。

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读了这本书之后， [SM]，超值。买书就来来京东商城。价格还比别家便宜，还免邮费不错，速度还真是快而且都是正版书。[BJTJ]，买回来觉得还是非常值的。我喜欢看书，喜欢看各种各样的书，看的很杂，文学名著，流行小说都看，只要作者的文笔不是太差，总能让我从头到脚看完整本书。只不过很多时候是当成故事来看，看完了感叹一番也就丢下了。所在来这里买书是非常明智的。然而，目前社会上还有许多人被一些价值不大的东西所束缚，却自得其乐，还觉得很满足。经过几百年的探索和发展，人们对物质需求已不再迫切，但对于精神自由的需求却无端被抹杀了。总之，我认为现代人最缺乏的就是一种开阔进取，寻找最大自由的精神。 中国人讲“虚实相生，天人合一”的思想，“于空寂处见流行，于流行处见空寂”，从而获得对于“道”的体悟，“唯道集虚”。这在传统的艺术中得到了充分的体现，因此中国古代的绘画，提倡“留白”、“布白”，用空白来表现丰富多彩的想象空间和广博深广的人生意味，体现了包纳万物、吞吐一切的胸襟和情怀。让我得到了一种生活情趣和审美方式，伴着笔墨的清香，细细体味，那自由孤寂的灵魂，高尚清真的人格魅力，在寻求美的道路上指引着我，让我抛弃浮躁的世俗，向美学丛林的深处迈进。合上书，闭上眼，书的余香犹存，而我脑海里浮现的，是一个“皎皎明月，仙仙白云，鸿雁高翔，缀叶如雨”的冲淡清幽境界。愿我们身边多一些主教般光明的使者，有更多人能加入到助人为乐、见义勇为的队伍中来。社会需要这样的人，世界需要这样的人，只有这样我们才能创造我们的生活，[NRJJ]我曾经属于后一类。那时，我处于极度危险的境地。”看薛老师这些话，你能觉得这是一个真实的老师，她说的话就象是邻居唠家常那样真诚自然。对于书中她大胆、直率的言辞，我很钦佩，不是每个人都有这种胆识、思维的。她能把一件看似简单惯常的事情剖析提头头是道，透过了表象看到了它的内在根源。她有勇气把一些不同与大家都说的话写在纸上，让别人看，虽然多数人心理或许也如她所想。但凭这一点儿，就让人佩服至极。比如，她对“老师象蜡烛、春蚕”，“没有教不好的学生，只有教不好的老师”这些话的评析，一针见血，道出了我们老师的共同心声。之所以造就了她感说真话，敢于抵制一切不利于学生成长和进步的制度。因为薛老师的人生信念就是：缺乏真诚、理性和趣味的日子是不值得过的。教育教学中有了平衡愉悦的心态，正确的定位和良好的策略，才能在饱满热情中，在正确策略中扶植学生向上。 薛老师在自序中写道，“我是特意捕捉了清风、乐声和野芳，录在这里，专门用于鼓励自己，就算是不定期地给自己献一小朵小花吧——真诚美丽的文字，正是心灵开出的花朵。”又一次阐述了她的人生信念——-真诚。读了全书，给我最深刻的感受也是她的真诚，我看到了一个真实的人，一个真诚的老师。当学生的时候，老师是权威，跟老师的交往总是处于向上看的状态，学生是一定要小心翼翼的，多数情况还是听老师说的多，自己发表意见少。现在当了家长，为了孩子跟老师也没少打交道，但是一直觉得自己好多真实的想法不敢说，老师呢，说出来的也有一些让人觉得是官话套话。看了这本书，我想我们也许都错了，老师跟学生、老师跟家长，平等地真诚的交流其实并不难。工作是艰辛——往往也是孤独的。可是，于飞尘的间隙也有清风，于喧嚷的中间也有乐声，于荆棘的丛中也有野芳。我是特意捕捉了清风、乐声和野芳，录在这里，专门用于鼓励自己，就算是不定期地给自己献一朵小花吧——真诚美丽的文字，正是心灵开出的花朵。也有沉重和迷惘。但我的文字，往往略掉了疲惫、沮丧和困苦——无涉乎诚实、全面与否，这是我的选择——有意的，我将目光投在了值得的地方，心得体会

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质的要求，对教育规律的把握，对教学艺术的领悟，对教学特色的追求。

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题质疑、成果展示、心得交流、小组讨论、合作学习、疑难解析、观点验证、问题综述。

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