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洪晟日 《中国科教创新导刊》2009,(34):218-218
建筑设计类美术基础课程应针对其专业特点,设置有效的方法,循序渐进地通过设计素描和设计色彩训练,为造型基础和专业设计构架桥梁,最大程度的为培养学生专业设计能力、专业设计知识,从而为提高整体专业设计素质奠定良好的基础。 相似文献
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基于CDIO工程教育理念,针对工业设计专业的特点,将CDIO教育模式应用于工业设计专业实践教学。从工程基础能力、专业实践能力、创新创业能力、人文艺术素养四个方面进行工业设计实践教学目标的探索和研究,构建适用于安徽理工大学工业设计专业的实践教学体系。工业设计专业实践教学体系的构建,既能够丰富CDIO实践教学模式,又能够拓宽工业设计专业实践教育改革的思路。 相似文献
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在会展专业(广告方向)的专业课程里,《设计色彩》课程作为该专业的必修课程,也是最基础的专业课程。如何培养学生在设计中色彩的运用能力及表现方法,是《设计色彩》这门课程的教学目的之所在。现阶段,在设计专业中普遍的色彩教学还是沿用绘画色彩的教学方法,不太适合设计专业的教学。如何使《设计色彩》课程能更好地为会展专业设计服务,将是本文探析的重要任务。作者认为《设计色彩》教学改革应该从是否适合设计专业教学出发,引导学生在运用色彩方向上能更好地转向创造性思维,使色彩的表现手法与专业设计相接轨,并能为以后学生走上专业设计岗位铺平道路。 相似文献
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最近,社会对交互设计职业的需求越来越迫切,为了平衡这种需求关系,高校已经在增开交互设计专业或者增加交互设计的课程,以培养更多专业的交互设计人才。将交互设计专业教学改革的方式应用在产品设计专业上,并结合我校产品设计专业的课程设置、教学要求、培养模式等方面思考和探索产品设计专业教学体系下的模块化教学改革的办法。 相似文献
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随着设计专业的发展,产品设计专业对素描教学提出新的定位要求。目前,设计素描教学与产品设计专业存在着适应性问题,这引发了我们对设计素描教学的重新思考,为此,本文提出设计素描要与产品设计专业特点相吻合的教学思路：根据产品设计专业的特点选取“适应”的教学内容和教学方法,使设计素描要以“设计”为主导,实现艺术性与科学性的完美同一。 相似文献
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李智伟 《中国科教创新导刊》2009,(31):34-34
动画设计是部分高校近年来新开设的专业,造型设计能力方面的教学仍在沿用其它设计专业的培养方式,与动画专业的创作要求相脱节。本文主要探讨动画专业造型设计能力的培养方式。 相似文献
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针对我国展示经济空前发展的趋势,高职院校应分析展示设计专业的教学现状,通过展示设计专业项目化教学改革的尝试,构建展示设计专业实训教学模块,完善教学方法,探索符合社会需求的展示设计专业实训教学的创新之路。 相似文献
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针对电子创新设计课程传统教学方式中出现的问题,结合电子信息类本科生毕业设计过程管理特点,提出基于交互式多媒体教学网络的项目递进式技能培养教育方法。实践结果表明,该方法不仅锻炼了学生实践操作技能,而且为后续毕业设计质量的提高奠定了坚实基础。 相似文献
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在计算机网络课程教学设计过程中,应突出生产劳动和社会实践相结合的学习模式,把工学结合作为设计模式的重要切入点,在教学过程中突出实践性、开放性和职业性,使其与基本技能,通用技能和综合技能分别对应,并注重学习过程循序渐进,才能增强学生的职业能力。 相似文献
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软件设计模式是众多设计人员在软件开发中所获得的最佳实践经验,对设计模式的理解和应用,是软件开发人员必备的技能。本文通过桥接模式在日志系统中的应用,深入阐述了面向对象中的＂依赖倒置原则＂。 相似文献
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建筑初步是建筑学专业学生打好基础的一门重要课程,综合传统训练、电脑设计、能力培养三个方面内容,探索"三位一体"教学法在建筑初步课程教学中的创新运用,以提高学生的建筑美学素养和创造性思维能力,为今后专业发展拓展视野,培养适应社会发展的高素质人才。 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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Product design is the convergence point for engineering and design thinking and practices. Until recently, product design has been taught either as a component of mechanical engineering or as a subject within design schools but increasingly there is global recognition of the need for greater synergies between industrial design and engineering training. Product design engineering (PDE) is a new interdisciplinary programme combining the strengths of the industrial design and engineering. This paper examines the emergence of PDE in an environment of critique of conventional engineering education and exemplifies the current spread of programmes endorsing a hybrid programme of design and engineering skills. The paper exemplifies PDE with the analysis of the programme offered at Swinburne University of Technology (Australia), showing how the teaching of ‘designerly’ thinking to engineers produces a new graduate particularly suited to the current and future environment of produce design practice. The paper concludes with reflections on the significance of this innovative curriculum model for the field of product design and for engineering design in general. 相似文献
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Improving Design Understandings and Skills through Enhanced Metacognition: Reflective Design Journals 下载免费PDF全文
下载免费PDF全文 The main aim of this study was to investigate and discover whether going through the process of reflection by keeping reflective design journals (RDJ) enhances architecture students’ metacognition and whether this enhanced metacognition improves their design understandings and skills. The study was a mixed‐methods design and utilised content analysis method to identify the metacognitive actions of the participants. The study also investigated participants’ attitudes towards RDJs and their views regarding the effect of enhanced metacognition on their design understandings and skills. Twenty college students registered to an undergraduate course offered by the department of Architecture participated in the research. The findings of the study revealed that by writing in their RDJs, participants were able to progressively enhance their metacognitive skills and performed several metacognitive actions by using the four main metacognitive strategies: awareness, organisation and planning, monitoring, and evaluation. The results also disclosed that participants found RDJ keeping exceptionally effective and stated that their enhanced metacognition improved their design understanding and abilities. 相似文献
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王薇 《青海师范大学学报(哲学社会科学版)》2014,(2):134-135
本文就西部高等设计艺术教育技能培养所面临的问题逐一剖析,分析了影响西部高等设计艺术教育技能培养的诸多因素,提出了关于西部高等设计艺术教育技能培养的发展策略。 相似文献
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Hava E. Vidergor 《Curriculum Journal》2018,29(1):95-115
The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher-order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study module based on MdCM, comparing intervention group to control group. Thinking skills were measured using a thinking questionnaire comprising three dimensions: Scientific thinking – focusing on inquiry skills; creative thinking – relating to problem finding and problem-solving; and future thinking – concerning personal and time perspectives. Findings indicate improvement in measured thinking skills in the intervention group by 40% compared to 4% in control group. Most improved skills were future thinking and creative thinking. Differences were detected according to the type of school. It is suggested that when used regularly the MdCM incorporating innovative teaching–learning strategies and embedded thinking tools could improve thinking skills among students from different age groups. General implications for curriculum design are discussed. 相似文献
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王惠兰 《山西广播电视大学学报》2011,16(3):18-20
网页制作课程涵盖艺术和技术的内容,学生往往重视技术,忽略艺术设计。追求技术忽视设计的做法只会产生匠气十足的网页制作者,不会培养出优秀的网页设计师。课堂教学中,要设计教学环节、教学情境,适时推出网页设计内容;明确设计步骤,细化设计任务,将设计大活个个落实;公开汇报设计内容,逐个检查设计理念掌握情况,督促设计内容完成;量化设计指标,丈量设计完成程度。通过不断探索,不断努力,学生的网页设计能力逐渐提高。 相似文献