瑞典的皇家理工学院始建于1827年，是瑞典国内最为古老的顶级理工类院校，跟着留学群一起来了解下瑞典皇家理工学院基本概况吧，欢迎阅读。
一、关于皇家理工学院
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.
瑞士皇家理工学院自1827年成立以来一直都是创新型欧洲技术大学,，斯德哥尔摩皇家技术学院已经发展成为欧洲领先的技术和工程大学之一，也是智力人才和创新的重要中心。我们是瑞典最大的技术研究和学习机构，也是来自世界各地致力于推动知识的学生，研究人员和教师的家园。针对全球挑战的通用解决方案皇家理工学院正在与行业和社会合作，追求可持续发展的解决方案，为人类面临的最大挑战：气候变化、未来能源供应、城市化和快速增长的老年人口生活质量。我们正在解决这些与世界领先的高影响力的研究和教育在自然科学和所有工程部门以及在建筑、工业管理、城市规划、历史和哲学方面的问题。
瑞典被认为是世界上技术创新最多的国家之一，斯德哥尔摩一直被列为世界上最具创意，创新和吸引人的城市之一。瑞士皇家理工学院与国际公司和工业界的不断扩展的网络在许多领域保持着密切的关系，在这里工作和学习提供了对这个网络的访问。大斯德哥尔摩四个瑞士皇家理工学院校区聚集了12,000名全日制学生，约2,000名博士生和约3,700名全职员工。校园战略地位于他们的研究和研究领域，例如瑞士皇家理工学院 Kista位于Kista ICT中心的中心地区，该地区有许多世界领先的信息和通信技术公司。我们其他校园之一，瑞士皇家理工学院Flemingsberg，位于北欧领先的研究和工业活动医疗技术中心之一。康乐及文化事务署会继续把重点放在研究和教育上，为更光明，更持久的明天而努力。我们将不断评估我们在社会上的努力和影响，并与学生和研究人员的智力资源一起，为我们时代最重要的挑战创造新的方法。
40亿瑞典克朗的营业额近三分之二与研究有关。基础和应用研究在瑞士皇家理工学院同时进行，跨学科研究与具体领域的工作并行进行。这种方法鼓励多才多艺的解决方案，创新气候创造了许多实现伟大想法的机会。我们的教育计划培养了新一代的工程师、建筑师、教师和本科工程师。瑞士皇家理工学院拥抱学术界和公共和私营部门的合作。我们是广泛的国际研究合作的一部分，并参与欧洲、美国、澳大利亚、亚洲和非洲的大学和学院的大量教育交流或联合计划。国际化环境与可持续发展，瑞士皇家理工学院为更美好，更可持续的明天而努力。
二、历史沿革
More than 175 years of excellence,The origins of the Royal Institute of Technology in Stockholm – "Kungliga Tekniska Högskolan", 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 Högskolan (in Swedish "högskola" 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.
超过175年的卓越，皇家科技学院在斯德哥尔摩的起源 - “Kungliga TekniskaHögskolan”，KTH - 回到1827年，因为“Teknologiska机构”然后开始提供具有强烈职业触觉的技术课程教育。随着现代社会工业化进程的进行，其教育计划意在“受欢迎，实用”，这就要求一所学校可以满足对工程师日益增长的需求。因此，新研究所的教育重点是应用技术，而不是其科学基础。即使这样，这种做法也是一个没有争议的方法。在查看瑞士皇家理工学院的早期历史时，工业和学术观点之间的这种冲突实际上被视为一个常见的关注因素，因为科学授权技术的愿望与社会对实际工程方法的需求相冲突在各方面。但是，这两种方法并不是不兼容的，甚至在19世纪，基础研究和实际工程在当时也经常互相交流。一个典型的例子就是工业化学; 其流程的科学解释随即逐个到达。另一个是电力，原本是纯粹科学兴趣的科目，这正成为日常生活中最有用的东西。因此，新技术学院能够与工业企业保持良好的关系，而不必放弃学术方面。1877年引入名为Kungliga TekniskaHögskolan(瑞典语“högskola”是大学同义词)的一步。进行了系统的研究活动，KTH的学生受到完成最终学位论文的要求。正式地，作为高等教育机构的KTH的最终学术认可到了1927年，当时授予技术博士学位的权利被颁布。十年前，在1917年，瑞士皇家理工学院已经搬到了自己的斯德哥尔摩中部北部特别竖立的建筑物。这仍然是瑞士皇家理工学院主校区的核心，即使我们今天的活动包括斯德哥尔摩省各地的一些其他校园。这些房屋的面积现在总共约25万平方米。
近些年来，瑞士皇家理工学院一直处于成长状态。由于矿业学院于1867年被纳入瑞士皇家理工学院，其中四所主要研究学科成为矿业科学、机械工程、化学工程、土木工程学。其他学科领域不断增加 - 1877年的建筑建筑学，1901年的电气工程，1912年的海军建筑学，1932年的测量与工程物理学，1983年的计算机科学和1990年的工业经济学。正如各种各样的学科领域发生变化，社会对“工程师”的态度也是如此。这显然也对KTH有影响。在二十世纪初，“进步”一词是每个人的嘴唇，“技术”和“现代性”是有声望的，工程界是一个高知名度，是个人和社会成功的安全之路的代名词。因此，一大批学生确实在瑞士皇家理工学院竞争这个位置 - 行动的地方，事情发生了!在20世纪50年代初，瑞典的第一座核反应堆安装在我们校区的一个地下室，而另一边则是瑞典的第一个电视台。简而言之，公众对技术的信心是高调的。但是，正如六十年代和七十年代一样，反产生反作用，工业生产的负面影响也开始了。公开辩论成为无核武器之一，无情地剥削自然和战争行业越来越危险的发展。由于世界前景暗淡，对科技界的兴趣日益减弱。即使如此，从技术角度来看，长期以来一直是赢家。由于这些对自身负面影响的了解，技术研究和研究领域得到了有力的重塑，更加开放和新的责任感。这个过程也受到新课题领域不断涌入的帮助。随着每一个都被添加，新技术成为瑞典日常生活的一部分，瑞士皇家理工学院本科生的新人群出现了。在过去十年中，生物科技和信息技术等新课题在现代社会生活以及瑞士皇家理工学院的讲堂中均具有战略地位。在这里，KTH大约有2万人今天是活跃的学生 - 每个描述和背景，以及两性。瑞士皇家理工学院本科生作为男性的传统形象似乎是一场艰苦的工作，但是今天的发展趋向于更大的平等，而且这方面的一些KTH努力得到了很大的回报。自1921年以来，很多事情都发生了重大变化，当时瑞士皇家理工学院的正规入学计划的开放给给所有人，不论其性别如何。当我们进入新世纪时，瑞士皇家理工学院的这一年级学生中有三分之一是女性。这是一个很好的开始，但是大学校长希望进一步推动这个问题。它的最终目标是扩大人们对整个技术的积极兴趣，从而消除了现在所有扭曲职业选择的不同因素 - 性别、社会背景、种族背景等。
请继续阅读第二页为瑞士皇家理工学院教研优势和重点研究领域详细介绍。