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创新型人才培养的关键在于学校教育适应专业需求，构建特色教学模块，形成创新思维培养体系。在对创新思维重新理解和定义的基础上，阐述了创新思维的生成过程。结合“设计数学”课程教学实践，运用形象思维与抽象思维相结合、艺术素养与技能技法并重培养，从设计的理念创新、技术创新和产品创新三个维度对学生进行创新思维训练，培养学生发现数与美的内在联系的能力，从而有效地进行设计创新实践。 相似文献
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伴随着电子信息技术的高速发展,AI人工智能逐渐渗透人类的各项社会活动.文章旨在利用人工智能的创新思维的相关研究对现行设计教育方法进行创新研究和实践探索.创新思维既是人工智能和产品设计的共同分支,也是重要的设计方法论.当前新形势下的产品设计教育实践应该以AI创新思维为指导,在此基础上对传统教学流程进行递进式模块划分,帮助学生拓展新思维和群智协作,实现产品设计实践教学模式的系统整合.实践表明,运用这一创新教学模式取得的教学成果质量明显提升.信息技术运用与实践教育并行是未来教育的必然趋势,善于利用创新、数据、路径帮助产品开发教育成长将会成为未来设计从业者的重任. 相似文献
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创新教育是以培养学生创新思维，充分挖掘学生的资质、潜能，提高学生的全面素质和综合运用知识、解决实际问题的创造能力为目标的教育方式和教育过程。其根本任务是培养学生的创新精神、创新思维和创新能力。而在网络化教学中运用多 相似文献
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我在参与建设我校教学资源库的实践中，依据建构主义教育理论，对设计运用网络资源库、提高学生信息素养、发展学生创新思维等问题进行了一些探讨，颇有心得。 相似文献
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有机化学实验教学中渗透创新教育的研究与实践 总被引：5，自引：0，他引：5
实施素质教育的核心是创新教育,创新教育的重点是培养学生创新精神和实践能力.该文从有机化学实验方案的设计、学会质疑培养创新意识、克服心理障碍培养创新心理素质、培养学生的创新人格、尝试运用有助于创新的思维模式分析和解决问题等方面介绍了作者在有机化学实验教学中渗透创新教育的研究与实践. 相似文献
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创新思维是一种具有主动性、独创性的思维方式。培养学生的创新思维，发展创新能力，是现代教育的出发点和归宿。江泽民总书记曾在全面教育工作会议上指出：“教育在培养民族创新精神和培养创造性人才方面。肩负着特殊的使命。”因此，小学语文教学必须探讨培养学生创新思维的实施策略。本文就以阅读教学中运用鼓励创新策略培养学生的创新思维作初步探索。[第一段] 相似文献
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论现代教育技术的运用与创新思维的培养 总被引：2，自引：0，他引：2
现代教育技术在教育中的运用，是教育手段的一次历史性变革，她有力地促进了教学内容体系的改革，推动了教学方法的革新，改变了现有的教学模式，对培养创新思维、创新意识的人才有着重要的作用。现代教育技术的运用与创新思维的培养的关系主要体现在以下方面：一、运用现代教育技术手段，可以提供创新思维的感知材料现代教育技术手段和传统教学手段不同，它提供的外部刺激不是单一的刺激，而是多种感官的综合刺激，这对于知识的获取和保持是非常重要的。心理学的实验证明，人类获取的信息８３％来自视觉，１１％来自听觉，其余来自嗅觉、味… 相似文献
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创新教育是根据创新原理，以培养学生创新意识、创新思维、创新个性为目标，培养人的创新精神和创新能力为基本价值取向的教育实践活动。文章阐述了创新教育在机械专业教学中的运用。 相似文献
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创新设计体现了人们依据社会需要,运用科学技术原理,创造性地构思产品的完整思维过程。是设计构思的高智商思维活动。在大学教育中,教师带领学生在这种高智商思维活动的隧道中行进一段路,将会使学生探寻出一条超常规、跨越式的创新兴业之道。文章探讨的是在大学生毕业设计教学中如何认识创新设计并实施创新设计教学,通过教学过程实现学生的工程能力、创新能力、创造性思维的培养。 相似文献
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设计思维是当代学生应具备的适应社会发展需要的一种思维能力。如何培养学生的设计思维以及提升学生的设计能力,成为我国当前需要重点关注的重要教育问题。作为一种新的教育理念,STEAM教育在培养学生创新思维能力方面具有重要作用。首先,阐述了设计思维与STEAM教育的内涵,分析了设计思维对STEAM教育的指导作用;其次,在STEAM教育理念的基础上融入设计思维,构建符合创新教育要求的STEAM教学模式,融入设计思维的STEAM教学模式包含学习环境、课程目标、课程活动和课程评价;最后,依据该模式开发并实施了课程案例,分析了融入设计思维的STEAM课程对小学生知识学习与能力培养方面的作用。 相似文献
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张晋政 《忻州师范学院学报》2006,22(4):89-91
设计教育界逐渐认识到设计思维培养的重要性,很多设计专业学生缺乏成熟的设计思维能力,这是多方面原因造成的,从设计教育改革入手,应尝试使用一系列科学的训练方法,帮助学生由感性思维转变为理性思维,由绘画思维转变为设计思维,并持之以恒地加以修炼。 相似文献
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面向21世纪的教育需要创新,设计思维为教育中问题识别、分析和解决提供了一种实践框架,并逐渐在教育领域受到重视。本文在梳理设计思维内涵及特征的基础上,对设计思维框架进行了详细的阐述。同时,结合文献梳理、案例分析与实践观察,分别从学习空间、课堂教学及学校教育三类场景阐述了设计思维应用路径,并结合设计思维应用案例进行剖析,以期为推进我国教育创新提供借鉴。 相似文献
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设计是技术教育中不可忽略的关键要素之一,设计思维可为各个领域的创新工作提供策略与方法上的指导。基于此,文章首先分析了技术教育中开展基于设计思维的STEM整合课程的机遇和必要性;接着,文章以“设计”为核心理念,提出了技术教育STEM整合课程的设计理念,并以此为指导,构建了基于设计思维的技术教育STEM整合课程框架;随后,文章以“设计更好的学校”课程为例,进行了框架的实践应用;最后,文章就未来技术教育的发展提出了建议。基于设计思维的STEM整合课程将技术与数学、科学、工程进行整合,让学生基于真实的设计挑战开展实践,有助于培养学生的批判性思维、问题解决能力和创新能力。 相似文献
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Becoming a Design Thinker: Assessing the Learning Process of Students in a Secondary Level Design Thinking Course 
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下载免费PDF全文 Leila Aflatoony Ron Wakkary Carman Neustaedter 《The International Journal of Art & Design Education》2018,37(3):438-453
Design thinking is a collaborative problem solving and human‐centric approach that fosters innovation by elevating participants’ creative thinking abilities. Design thinking techniques and practices have been implemented into different curricula in secondary and post‐secondary education to address the need for new skills to be learned for the twenty‐first century. However, little work has been conducted to clarify how to evaluate the students’ design thinking skills gained in these courses. This study reports on a successful evaluation of an interaction design thinking curriculum in secondary level education. Several types of data sources, including participant observation, open‐ended questions and document analysis were employed to gather extensive data on students’ skills gained during the course. The results of the study inform design thinking researchers about how to evaluate design thinking skills of students in a secondary level design thinking course. 相似文献
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创造性思维是艺术设计中处于核心地位的思维能力,它以发散性思维为主要特征,讲究科学理性和艺术感性的融合,并强调灵感和直觉的运用。在艺术设计教育中培养学生的创造性思维能力,要让学生突破思维定势,学会发散思维;了解创造性思维的过程,学会捕捉灵感,形成创意;要改进评价机制,营造富有竞争力的艺术设计教学氛围来激励和启发学生的创造能力。 相似文献
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Michelle E. Jordan 《理论付诸实践》2016,55(3):197-206
This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs include instruction in learning how to engage in design thinking. Here, designing is explored as a means to help pre-service teachers develop their facility for adaptive teaching practice by incorporating design thinking at an early stage in their teacher education programs. Literature is drawn from traditional design fields to articulate design capacities and to describe design studio pedagogy practices often used in the education of designers. As an illustrative example is presented of such practices were incorporated throughout one 15-week educational psychology course embedded in an undergraduate elementary-education program to support pre-service teachers development of design thinking. The goal was not to prepare students to use particular instructional innovations, but to collaboratively design such innovations themselves. 相似文献
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Jane Montero 《The International Journal of Art & Design Education》2023,42(1):155-171
Past research has suggested incorporating design thinking in upper elementary art education helps students develop what are known as the Four Cs: collaboration, communication, creativity, and critical thinking. As an instructional strategy, design thinking focuses on empathy first and provides a structure for students to work through real-world, complex problems in small groups. This exploratory qualitative case study examined the effects of teaching empathy through design thinking in upper elementary art education. Eight teachers participated, representing public, private, charter, and independent school settings. Data included student observations, interviews, and journal reflections. An analysis of findings resulted in three conclusions: (a) design thinking can foster the development of empathy in preadolescents, (b) art education curricula at the upper elementary level can include design thinking, and (c) design thinking is a valid strategy for teaching empathy. Including empathy within art education promotes a classroom culture that is respectful and understanding of others, with students becoming advocates of justice, equity, and inclusion. As society continues to struggle with bullying, physical violence, and social unrest, teaching empathy has the potential to change how students relate to each other in the classroom, and, ultimately, in the world at large. 相似文献
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Lasse Juel Larsen 《Educational Media International》2018,55(3):231-254
The aim of this article is to advance a framework for understanding and teaching game design in higher education, in order to address complexities inherent in teaching game design courses. Everyday teaching and learning game design often deviate from the standard textbook model of game design. In reality everyday teaching and learning operate with handling game design curriculum, how to think games, and how to organise the development process. The presented framework merge curriculum, thinking, and process guided by the game design concept of juiciness. The framework will be presented by dismantling the standard textbook model of game design into three; game design (curriculum), game design thinking (thinking), and game development (organisation). In this perspective game design is concerned with game mechanics, game design thinking preoccupied with paper prototyping, metaphor, and framing, while game developments addresses player experience including play and game testing. This article will coin vertical design as juiciness as opposed to horizontal design understood as expanding system layout. Juiciness will be placed as a guiding principle in the relationship between designers and designed content as an aspect of designer intentions and motivations. Lastly, the content centric framework will be presented by merging game design, game design thinking, game development, vertical design with selected aspects of accepted software development strategies as an approach to teaching and learning game design in higher education. 相似文献
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创新思维是现代设计人才必须具备的基本素质，也是高校设计教学的重要内容。本文根据广东外向型经济对创新型设计人才的需求，对高职设计教学模式的创新进行了分析与思考，试图提出创新型设计人才培养的新思路。 相似文献