瑞典的皇家理工學(xué)院始建于1827年，是瑞典國內(nèi)最為古老的頂級理工類院校，跟著出國留學(xué)網(wǎng)一起來了解下瑞典皇家理工學(xué)院基本概況吧，歡迎閱讀。
一、關(guān)于皇家理工學(xué)院
An innovative European technical university.Since its founding in 1827, KTH Royal Institute of Technology in Stockholm has grown to become one of Europe’s leading technical and engineering universities, as well as a key centre of intellectual talent and innovation. We are Sweden’s largest technical research and learning institution and home to students, researchers and faculty from around the world dedicated to advancing knowledge.Versatile solutions to global challenges,KTH is working with industry and society in the pursuit of sustainable solutions to some of humanity’s greatest challenges: climate change, future energy supply, urbanisation and quality of life for the rapidly-growing elderly population. We are addressing these with world leading, high-impact research and education in natural sciences and all branches of engineering, as well as in architecture, industrial management, urban planning, history and philosophy. Almost two-thirds of the SEK 4 billion turnover relates to research.Basic and applied research are performed side-by-side at KTH and interdisciplinary research is conducted in parallel with work in specific fields. This approach encourages versatile solutions and the innovative climate creates many opportunities to realise great ideas. Our educational programmes foster a new generation of engineers, architects, teachers and undergraduate engineers.KTH embraces academia and the public and private sectors working together. We are part of extensive international research collaborations and participate in a large number of educational exchange or joint programmes with universities and colleges in Europe, the U.S., Australia, Asia and Africa.Internationalisation,Environment and sustainable development.KTH Innovation.Working for a brighter, more sustainable tomorrow.Sweden is considered to be one of the most technologically innovative countries in the world and Stockholm is consistently ranked as one of world’s most entrepreneurial, innovative and attractive cities. KTH maintains close relationships with an expanding network of international companies and the industrial community in a number of fields and working and studying here provides access to this network.The four KTH campuses in Greater Stockholm, gather more than 12,000 full-time students, some 2,000 PhD students and approximately 3,700 full-time employees. The campuses are strategically located close to their areas of research and study, for example KTH Kista is situated in the middle of the Kista ICT hub, with some of the world’s leading Information and Communications Technology companies. One of our other campuses, KTH Flemingsberg, is located in one of Northern Europe’s leading medical technology centres for research and industrial activity.KTH will continue to focus on research and education for a brighter, more sustainable tomorrow. We will continuously assess the impact of our efforts in society and contribute with the intellectual resources of our students and researchers to create new approaches to some of the most critical challenges of our times.
瑞士皇家理工學(xué)院自1827年成立以來一直都是創(chuàng)新型歐洲技術(shù)大學(xué),，斯德哥爾摩皇家技術(shù)學(xué)院已經(jīng)發(fā)展成為歐洲領(lǐng)先的技術(shù)和工程大學(xué)之一，也是智力人才和創(chuàng)新的重要中心。我們是瑞典最大的技術(shù)研究和學(xué)習(xí)機構(gòu)，也是來自世界各地致力于推動知識的學(xué)生，研究人員和教師的家園。針對全球挑戰(zhàn)的通用解決方案皇家理工學(xué)院正在與行業(yè)和社會合作，追求可持續(xù)發(fā)展的解決方案，為人類面臨的最大挑戰(zhàn)：氣候變化、未來能源供應(yīng)、城市化和快速增長的老年人口生活質(zhì)量。我們正在解決這些與世界領(lǐng)先的高影響力的研究和教育在自然科學(xué)和所有工程部門以及在建筑、工業(yè)管理、城市規(guī)劃、歷史和哲學(xué)方面的問題。
瑞典被認為是世界上技術(shù)創(chuàng)新最多的國家之一，斯德哥爾摩一直被列為世界上最具創(chuàng)意，創(chuàng)新和吸引人的城市之一。瑞士皇家理工學(xué)院與國際公司和工業(yè)界的不斷擴展的網(wǎng)絡(luò)在許多領(lǐng)域保持著密切的關(guān)系，在這里工作和學(xué)習(xí)提供了對這個網(wǎng)絡(luò)的訪問。大斯德哥爾摩四個瑞士皇家理工學(xué)院校區(qū)聚集了12,000名全日制學(xué)生，約2,000名博士生和約3,700名全職員工。校園戰(zhàn)略地位于他們的研究和研究領(lǐng)域，例如瑞士皇家理工學(xué)院 Kista位于Kista ICT中心的中心地區(qū)，該地區(qū)有許多世界領(lǐng)先的信息和通信技術(shù)公司。我們其他校園之一，瑞士皇家理工學(xué)院Flemingsberg，位于北歐領(lǐng)先的研究和工業(yè)活動醫(yī)療技術(shù)中心之一?？禈芳拔幕聞?wù)署會繼續(xù)把重點放在研究和教育上，為更光明，更持久的明天而努力。我們將不斷評估我們在社會上的努力和影響，并與學(xué)生和研究人員的智力資源一起，為我們時代最重要的挑戰(zhàn)創(chuàng)造新的方法。
40億瑞典克朗的營業(yè)額近三分之二與研究有關(guān)?；A(chǔ)和應(yīng)用研究在瑞士皇家理工學(xué)院同時進行，跨學(xué)科研究與具體領(lǐng)域的工作并行進行。這種方法鼓勵多才多藝的解決方案，創(chuàng)新氣候創(chuàng)造了許多實現(xiàn)偉大想法的機會。我們的教育計劃培養(yǎng)了新一代的工程師、建筑師、教師和本科工程師。瑞士皇家理工學(xué)院擁抱學(xué)術(shù)界和公共和私營部門的合作。我們是廣泛的國際研究合作的一部分，并參與歐洲、美國、澳大利亞、亞洲和非洲的大學(xué)和學(xué)院的大量教育交流或聯(lián)合計劃。國際化環(huán)境與可持續(xù)發(fā)展，瑞士皇家理工學(xué)院為更美好，更可持續(xù)的明天而努力。
二、歷史沿革
More than 175 years of excellence,The origins of the Royal Institute of Technology in Stockholm – "Kungliga Tekniska H?gskolan", KTH – go back to 1827, as the "Teknologiska Institutet" then began to offer education in technological subjects with a strong professional touch. Its education programme was meant to be "popular as well as practical", as the industrialization process of modern society was then getting under way; this called for a school that could meet the ever-increasing demand for engineers. Thus the educational focus of the new institute was set on applied technology, not on its scientific foundations.Even then, this approach was an anything but uncontroversial one. When viewing the early history of KTH, this clash between industrial and academic perspectives was in fact seen as a constant element of concern, as the desire to give scientific authority to the subject of technology collided with society′s demand for a practical approach to engineering in all its aspects.However, these two approaches were not incompatible, not even in the 19th century! Basic research and practical engineering did often cross-fertilize each other in those days also. An example of this was chemistry on an industrial scale; the scientific explanations of its processes were then arriving one by one. Another was electricity, originally a subject area of purely scientific interest, which was becoming something most useful in everyday life.Thus the new school of technology was able to maintain good relations with the industrial establishment without having to renounce the academic aspect. One step on its way to academic status was that of introducing, in 1877, the name Kungliga Tekniska H?gskolan (in Swedish "h?gskola" is synonymous with university). By and by, systematic research activities were undertaken, and the students at KTH were subjected to the requirement of completing a final degree paper. Formally, the final academic recognition of KTH as an establishment of higher learning arrived in 1927, when its right to confer the degree of Doctor of Technology was promulgated.
Ten years earlier, in 1917, KTH had moved into its own, specially erected buildings in the northern part of central Stockholm. This is still the core of KTH′s main campus, even if our activities today include a number of other campuses all over the Stockholm provincial area. The housing areas of these are now comprising some 250,000 square metres in all.KTH has always been in a state of growth. As the School of Mining was incorporated in KTH in 1867 the four established main branches of study became those of Mining Science, Mechanical Engineering, Chemical Technology & Engineering and Civil Engineering. Other subject areas have then been constantly added – Building Architecture in 1877, Electrical Engineering in 1901, Naval Architecture in 1912, Surveying and Engineering Physics in 1932, Computer Science in 1983, and Industrial Economics in 1990.Just as the great variety of subject areas have undergone changes, so have the attitudes in society towards "the engineers". This has obviously had effect on KTH, too. In the early 1900s the word "progress" was on everyone′s lips, "technology" and "modernity" were prestigious words, and the engineering profession was one of high repute, synonymous with a safe path towards personal and social success.Consequently a mass of students did compete for placements here at KTH – the place of action, where things occurred! In the early 1950s Sweden′s first nuclear reactor was installed in a cellar in our campus area, while on the other side of the street, higher up, Sweden′s very first TV station went on the air! In short, public confidence in the blessings of technology was of a high order.However, a counter-reaction was in the making, as in the 1960s and ′70s the negative effects of industrial production were brought into the open. The public debate became one of nuclear power or not, of ruthless exploitation of nature and of the increasingly menacing development of the war industry. As a result of this darkened world outlook, interest in technological professions dwindled.Even so, the battle for technology has been a winning one in the long run. Thanks to this very knowledge of their own negative effects, the fields of technological research and study have been favourably reshaped towards greater openness and a new sense of responsibility. This process has also been helped by the steady influx of new subject areas. With each one of these being added, and new technologies becoming part of Swedish everyday life, new crowds of KTH undergraduates have appeared. In the last ten-year period, such new subjects as biotechnology and IT have assumed strategic positions in modern social life as well as in KTH′s lecturing halls.Here at KTH about 20,000 people today are active as students – of every description and background, and of both sexes. The traditional picture of the KTH undergraduate as being a male seems to be a die-hard one, however, today′s development towards greater equality, and a number of KTH efforts to that very effect, have paid off handsomely. A lot of things have changed materially since 1921, when admission to the regular programmes at KTH first became available to everyone, irrespective of their sex.As we entered the new century, about one-third of the first-year students here at KTH were women. This is a good start, but the university executive wishes to push this issue still further. Its ultimate target is to widen people′s active interest in technology on the whole, so that all the different factors today distorting the choice of profession – sex, social background, ethnic background, etc. – are eliminated.
超過175年的卓越，皇家科技學(xué)院在斯德哥爾摩的起源 - “Kungliga TekniskaH?gskolan”，KTH - 回到1827年，因為“Teknologiska機構(gòu)”然后開始提供具有強烈職業(yè)觸覺的技術(shù)課程教育。隨著現(xiàn)代社會工業(yè)化進程的進行，其教育計劃意在“受歡迎，實用”，這就要求一所學(xué)校可以滿足對工程師日益增長的需求。因此，新研究所的教育重點是應(yīng)用技術(shù)，而不是其科學(xué)基礎(chǔ)。即使這樣，這種做法也是一個沒有爭議的方法。在查看瑞士皇家理工學(xué)院的早期歷史時，工業(yè)和學(xué)術(shù)觀點之間的這種沖突實際上被視為一個常見的關(guān)注因素，因為科學(xué)授權(quán)技術(shù)的愿望與社會對實際工程方法的需求相沖突在各方面。但是，這兩種方法并不是不兼容的，甚至在19世紀，基礎(chǔ)研究和實際工程在當(dāng)時也經(jīng)常互相交流。一個典型的例子就是工業(yè)化學(xué); 其流程的科學(xué)解釋隨即逐個到達。另一個是電力，原本是純粹科學(xué)興趣的科目，這正成為日常生活中最有用的東西。因此，新技術(shù)學(xué)院能夠與工業(yè)企業(yè)保持良好的關(guān)系，而不必放棄學(xué)術(shù)方面。1877年引入名為Kungliga TekniskaH?gskolan(瑞典語“h?gskola”是大學(xué)同義詞)的一步。進行了系統(tǒng)的研究活動，KTH的學(xué)生受到完成最終學(xué)位論文的要求。正式地，作為高等教育機構(gòu)的KTH的最終學(xué)術(shù)認可到了1927年，當(dāng)時授予技術(shù)博士學(xué)位的權(quán)利被頒布。十年前，在1917年，瑞士皇家理工學(xué)院已經(jīng)搬到了自己的斯德哥爾摩中部北部特別豎立的建筑物。這仍然是瑞士皇家理工學(xué)院主校區(qū)的核心，即使我們今天的活動包括斯德哥爾摩省各地的一些其他校園。這些房屋的面積現(xiàn)在總共約25萬平方米。
近些年來，瑞士皇家理工學(xué)院一直處于成長狀態(tài)。由于礦業(yè)學(xué)院于1867年被納入瑞士皇家理工學(xué)院，其中四所主要研究學(xué)科成為礦業(yè)科學(xué)、機械工程、化學(xué)工程、土木工程學(xué)。其他學(xué)科領(lǐng)域不斷增加 - 1877年的建筑建筑學(xué)，1901年的電氣工程，1912年的海軍建筑學(xué)，1932年的測量與工程物理學(xué)，1983年的計算機科學(xué)和1990年的工業(yè)經(jīng)濟學(xué)。正如各種各樣的學(xué)科領(lǐng)域發(fā)生變化，社會對“工程師”的態(tài)度也是如此。這顯然也對KTH有影響。在二十世紀初，“進步”一詞是每個人的嘴唇，“技術(shù)”和“現(xiàn)代性”是有聲望的，工程界是一個高知名度，是個人和社會成功的安全之路的代名詞。因此，一大批學(xué)生確實在瑞士皇家理工學(xué)院競爭這個位置 - 行動的地方，事情發(fā)生了!在20世紀50年代初，瑞典的第一座核反應(yīng)堆安裝在我們校區(qū)的一個地下室，而另一邊則是瑞典的第一個電視臺。簡而言之，公眾對技術(shù)的信心是高調(diào)的。但是，正如六十年代和七十年代一樣，反產(chǎn)生反作用，工業(yè)生產(chǎn)的負面影響也開始了。公開辯論成為無核武器之一，無情地剝削自然和戰(zhàn)爭行業(yè)越來越危險的發(fā)展。由于世界前景暗淡，對科技界的興趣日益減弱。即使如此，從技術(shù)角度來看，長期以來一直是贏家。由于這些對自身負面影響的了解，技術(shù)研究和研究領(lǐng)域得到了有力的重塑，更加開放和新的責(zé)任感。這個過程也受到新課題領(lǐng)域不斷涌入的幫助。隨著每一個都被添加，新技術(shù)成為瑞典日常生活的一部分，瑞士皇家理工學(xué)院本科生的新人群出現(xiàn)了。在過去十年中，生物科技和信息技術(shù)等新課題在現(xiàn)代社會生活以及瑞士皇家理工學(xué)院的講堂中均具有戰(zhàn)略地位。在這里，KTH大約有2萬人今天是活躍的學(xué)生 - 每個描述和背景，以及兩性。瑞士皇家理工學(xué)院本科生作為男性的傳統(tǒng)形象似乎是一場艱苦的工作，但是今天的發(fā)展趨向于更大的平等，而且這方面的一些KTH努力得到了很大的回報。自1921年以來，很多事情都發(fā)生了重大變化，當(dāng)時瑞士皇家理工學(xué)院的正規(guī)入學(xué)計劃的開放給給所有人，不論其性別如何。當(dāng)我們進入新世紀時，瑞士皇家理工學(xué)院的這一年級學(xué)生中有三分之一是女性。這是一個很好的開始，但是大學(xué)校長希望進一步推動這個問題。它的最終目標是擴大人們對整個技術(shù)的積極興趣，從而消除了現(xiàn)在所有扭曲職業(yè)選擇的不同因素 - 性別、社會背景、種族背景等。
請繼續(xù)閱讀第二頁為瑞士皇家理工學(xué)院教研優(yōu)勢和重點研究領(lǐng)域詳細介紹。