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Kevin Lynch and His Legacy on Teaching Professional Planners and Designers

机译:凯文·林奇(Kevin Lynch)及其在传授专业规划师和设计师方面的传承

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Problem, research strategy, and findings: Here I highlight the continued relevance of Kevin Lynch's pedagogy through cultivating primary sources of information based on observation, field measurements, and interviews with users, especially at a time when information necessary for design decisions is available with increasing ease from secondary sources. Lynch's approach to teaching departed from solely studio-based pedagogies to include methods that drew from the city as a research laboratory. Lynch's tradition continued under Donald Appleyard at the University of California, Berkeley. Research required methodological foundations borrowed from the social sciences in the context of fieldwork and in the classroom. The environmental psychologist Kenneth H. Craik provided the necessary instruction. I summarize the research I have done over decades with urban design and planning students in the professional degree program at Berkeley.Takeaway for practice: Students following Kevin Lynch's research tradition are better prepared to articulate planning policy when instructed to combine subjective data gained through direct observation with objective data and with data collected onsite. Substantial professional attention was given to the results of multiple research methods seminars over the years; student research influenced official planning policy.
机译:问题,研究策略和发现:在这里,我强调凯文·林奇(Kevin Lynch)的教学法的持续意义,即根据观察,实地测量和与用户的访谈来培养主要的信息来源,尤其是在设计决策所需的信息越来越多的时候避免来自二手货源。林奇(Lynch)的教学方法完全不同于基于工作室的教学法,其中包括从城市作为研究实验室而来的方法。林奇的传统在加利福尼亚大学伯克利分校的唐纳德·阿普亚德(Donald Appleyard)领导下得以延续。研究需要在田野调查和课堂教学中从社会科学中借鉴方法论基础。环境心理学家肯尼斯·克雷克(Kenneth H. Craik)提供了必要的指导。我总结了数十年来我在伯克利专业学位课程中对城市设计和规划专业学生所做的研究。作为实践的补充:遵循凯文·林奇(Kevin Lynch)研究传统的学生在被指示将通过直接观察获得的主观数据结合起来时会更好地阐明规划政策包含客观数据和现场收集的数据。这些年来,大量专业研究人员关注了多种研究方法研讨会的成果;学生研究影响了官方规划政策。

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