Research On The Current Situation Of The International Architecture Undergraduate Course System

For quite a long time,European and American architectural schools have been known to the world for their diverse teaching methods.These architectural schools have many common curriculum content and teaching methods,but the differences are obvious,and the graduates are also stamped with the brand of the school’s characteristics.If the international architectural education system is a big tree with luxuriant branches,and the architecture teaching of various colleges and universities is the branches,then the "Academy of Fine Arts Model" and "School of Engineering Model" are the roots of the big tree,the influence,vitality and adaptability of the models make them a paradigm-like existence.When these two paradigms are transplanted to different institutions,the geographical appearance,cultural resources,humanistic environment and social background of each country provide a steady stream of nutrients for the growth of the paradigms,and then develop their own distinctive architecture teaching,but the formation of these educational characteristics is by no means achieved overnight,but completed by various colleges and universities through long-term renewal and reflection.At present,our country’s architectural education is at a critical moment of diversification and systematization,and the major of architecture has also been deeply influenced by the two paradigms.Exploring the status quo of the international architectural education system can provide an important reference for the problems faced by Chinese architectural education.This thesis takes the curriculum system of international architecture undergraduates as the research object,selects 56 colleges and universities offering architecture majors as research cases,and takes the two basic paradigms of the Academy of Fine Arts and the Academy of Engineering as the starting point,through literature research,statistical research,and comparative research,quantitative analysis and graphic analysis,presents the identity and diversity of the teaching practice of architecture in the world,and then analyzes the reasons for the formation of educational characteristics.Through the research process of the whole article,it is expected to provide a more comprehensive vision for our country’s architectural education.First of all,the paradigm of the Academy of Fine Arts and the Paradigm of the School of Engineering,which emerged after the major of architecture settled in the Academy of Fine Arts and the Academy of Science and Technology,is used as the anchor point,and the differences between the two paradigms in terms of training objectives and curriculum settings are compared and analyzed,and then the advantages of the two paradigms are summarized.The basic characteristics,combined with the history of the establishment of the department and the educational background and teaching ideas of the leaders of the colleges,made a preliminary division of the case schools and determined the historical positioning of each case school.Secondly,closely follow the two meanings of the curriculum system,take the training objectives-curriculum setting-teaching direction of design courses-characteristic courses as the basic context,and conduct in-depth analysis of the case schools that adopt the two paradigms,trying to show that the exploration of different directions shown today after the same paradigm has been transplanted into different cultural soils.Then,it summarizes the identity presented by the two paradigms,which is the result of the integration of the paradigm of the Academy of Fine Arts and the paradigm of the School of Engineering,and also the thinking and response of the case school to the changes of the times under the trend of internationalization.Furthermore,it analyzes how the pluralistic appearance of the paradigm is formed,in order to show the importance of each institution actively seeking its own positioning.Identity constitutes the direction that all institutions need to strive for,and diversity provides guidance for each institution to develop its own educational characteristics.Finally,the main conclusions and research value of this thesis are summarized,in order to provide ideas for the construction of a diversified Chinese architectural education system and other related research.