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马驰 《武汉工程职业技术学院学报》2009,21(1):34-38
3DS MAX是美国AutoDesk公司开发的三维设计、动画制作软件。利用3DS MAX软件,制作建筑装饰效果图,其制作思路和绘图技巧尤为重要。文章通过图片和实例归纳总结了创建建筑装修三维立体模型的具体分类、特点及应用。 相似文献
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从搭配艺术品色彩、规划艺术衍生品形体布局、融合动画插件的艺术衍生品成图三个方面,对基于3DS MAX动画创作技术的艺术衍生品设计方法展开研究。同时,为验证该设计方法在实际应用中的可靠性,将利用3DS MAX动画创作技术和传统基于二维技术的设计方法进行对比实验,结果表明：该设计方法在实际应用中得到的设计成图能够满足各个结构的高精度要求。 相似文献
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3DS MAX软件作为目前学习和使用人数最多的三维设计软件,已成为各高校学生学习的主要软件之一。在利用3DS MAX软件进行场景建立时,经常会遇到创建很多相同物体的情况,为提高创建速度,3DS MAX软件提供了克隆、镜像、阵列和间隔等复制工具,复制工具的熟练操作可大大节省创建模型的时间,提高工作效率。 相似文献
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刘小晶 《Journal of Zhangzhou Technical Institute》2015,(1):12-16
3DS MAX在三维模型构建方面有方便快速、灵活多样、简易适用的建模特点,其强大的编辑和修改功能,能够对CAD二维图形构造三维立体模型,并且能深化和应用三维模型。分析了3DS MAX软件的建模技术应用特点,用3DS MAX编辑和修改应用三维模型,为3D打印机提供STL打印文件。 相似文献
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计算机辅助设计在表现园林效果图的探讨 总被引：1，自引：0，他引：1
郭舜 《闽西职业技术学院学报》2007,9(2):78-80
介绍了园林电脑效果图在园林设计中的作用及计算机辅助设计在表现园林图纸方面的特点,探讨以应用3DS MAX软件为主制作园林三维效果图的方法。 相似文献
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刘小晶 《Journal of Zhangzhou Technical Institute》2011,13(1):73-77
通过3DS MAX教学中的认识与实践,综合了3DS MAX的操作技能,总结了一些操作经验和方法,有助于提高学生学习3DS MAX的兴趣,增加学习的动力,提升操作技能,为教学指导提供参考。 相似文献
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针对传统的《3DS MAX效果图技法》教学模式,结合多年从教经验和室内设计行业的实际工作特点,以＂精＂、＂准＂和＂明晰＂、＂有效＂为标准原则,对《3DS MAX效果图技法》课程的教学内容和教学方法进行针对性改革,并对改革实践作出总结。 相似文献
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尹铂 《广东轻工职业技术学院学报》2010,9(2):61-63,67
本文首先阐述了三维计算机表现技术对于展示设计的重要性,初步认识当前展示设计方案效果图表现主要是三维计算机软件3DSMAX的应用,分析了当前展示设计专业三维计算机辅助设计3DS MAX的教学现状和问题,在此基础上,提出了有效提高三维计算机辅助设计教学质量的方法。 相似文献
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宋晓梅 《临沂师范学院学报》2009,31(2):106-108
平凡的泥土,经过艺人的捶打、捏塑、上彩,即可以为我们展现一个色彩斑斓的艺术世界,这就是泥玩具的魅力之所在。沂蒙地域的泥玩具以苍山县兴明乡小郭东村和河东九曲乡褚庄的泥玩具为代表。通过对两地进行实地调查,沂蒙地区泥玩具诞生的文化土壤、工艺特色、制作工艺及其创新与发展等可略见一斑。 相似文献
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Children's Gender-Based Reasoning about Toys 总被引：2，自引：0，他引：2
The goal of these studies was to investigate how preschool children use gender-based reasoning in making judgments about toy preferences for themselves and for others. In Studies 1 and 2, children ( n = 22, n = 71) were shown unfamiliar, non-sex-typed toys and asked to rate how much they, other girls, and other boys would like each toy. As expected, children made gender-based inferences: "What I like, children of my sex will also like, and children of the other sex will not like." Study 3 was designed to assess how children use gender-based reasoning to make decisions about attractive and unattractive toys when they are given gender labels. Children ( n = 91) were shown unfamiliar toys varying in attractiveness that were given explicit gender labels (e.g., "this is a toy girls really like") or no label. With a different experimenter (to avoid demand characteristics), children rated their own and others' liking of the toys. Children used gender labels to guide their own preferences and their expectations for others. Even with very attractive toys, children liked toys less if they were labeled as being for the other sex, and expected other girls and boys to do the same. The role of gender-based reasoning in cognitive theories of gender and on children's play preferences is discussed. 相似文献
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玩具所属性对4～6岁幼儿分享行为的影响 总被引：2，自引：0，他引：2
本文采用自然实验法,考察了中班和大班幼儿对于公有玩具和私有玩具的分享意愿和分享行为,结果发现:1.中班幼儿对玩具的所属不太在意.在公有玩具分享上倾向于轮流,忽视同伴以及霸占和争抢玩具的情况较明显.在私有玩具分享上主动性较高,乐于交换.分享行为受成人的引导与暗示较明显.2.大班幼儿对玩具的所属有所顾虑.在公有玩具分享上倾向于共同游戏,出现自主的利他行为.在私有玩具分享上倾向于将交换作为一种手段,道德行为受外界评价的影响较多.研究者据此提出,只有在尊重幼儿心理发展水平的基础上,提高幼儿的道德水平,才能更好地培养其分享行为. 相似文献
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Social interactions and play patterns of parents and toddlers with feminine, masculine, and neutral toys 总被引：3，自引：0，他引：3
Children as young as 18 months display sex-stereotyped toy choices. The present study was designed to determine whether parents encourage involvement with sex-stereotyped toys or avoidance of cross-sex-stereotyped toys and to determine whether masculine and feminine toys lead to different patterns of parent-child interaction, regardless of gender. 40 parent-toddler dyads were videotaped while playing with 6 different sets of sex-stereotyped toys. Equal numbers of boys and girls were observed with mothers and fathers. The children showed greater involvement when playing with same-sex-typed toys than with cross-sex toys even when statistically controlling for parents' behaviors. Parents' verbal behaviors, involvement, and proximity to the child differed across toy groups, regardless of the parent's or child's gender. Parents' initial nonverbal responses to the toys, however, were more positive when the toys were stereotyped for the child's and parent's gender than when they were not. 相似文献
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随着幼儿教育事业的发展,玩教具制作对教师及幼儿的价值依然未减。通过对目前幼儿教师玩教具制作现状的调查,总体上幼儿教师玩教具制作表现为：玩教具制作认识错位,功利色彩浓厚;玩教具制作中的＂虚假参与＂与类参与不足;玩教具开发与制作素养有待提升;玩教具制作缺乏良好外在支持环境。因而,今后我们需从内外两方面促使幼儿教师自主、自愿地投身于玩教具制作中。 相似文献
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儿童玩具的互动性设计探索 总被引：1，自引：0，他引：1
从儿童玩具的互动性入手,给出互动玩具的一般定义,得出对儿童玩具设计有重要意义的启示,就是从对"互动"的充分认识中了解现代儿童玩具的设计.儿童玩具的设计需符合互动、安全、技术、审美这四个要素,只有这样,才能设计出真正有价值的儿童互动玩具. 相似文献
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Juliet Goldbart Swapna Mukherjee 《International Journal of Disability, Development & Education》2000,47(4):337-353
Play, in the West, is seen by professionals as a crucial context for the transmission of skills, such as problem-solving, language, and communication. As such, it forms the vehicle for much intervention and therapy. Reports were elicited from parents of children with cerebral palsy in West Bengal on the activities they engaged in with their child and on the toys, if any, the child possessed. The majority of parents reported spending time playing with and teaching their child and all respondents named at least two toys belonging to their child. Associations between play and teaching and characteristics of the families are examined along with implications for parent involvement programs in non-Western contexts. 相似文献
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The present study compared the effects of social and isolate toys as setting events on the social interactions of 2 pre-school-aged children with special education needs in a setting that approximated a regular pre-school environment. A single subject alternating treatment design was used for 3 days a week over a 7 week period. Findings of this study showed there was no consistent overall difference between social and isolate toys. This was in contrast to previous studies that have found differences in interaction patterns across conditions. There were also two unanticipated findings from the study. While there was no evidence of an overall difference between social and isolate toys, there was some evidence of an interaction. Students with special education needs tended to interact more with each other when using isolate toys and tended to interact more with regular peers when using social toys. Further, it was also found that particular toys from both social and isolate classifications were consistently associated with social interaction across both subjects while other toys were not associated with social interaction. This raises questions about the validity of traditional classifications of toys and materials. The use of toys to promote social interaction is a potentially valuable technique but this study raises questions that indicate a need for further research. 相似文献