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新一轮的国家基础教育课程改革的一个重要而具体的目标,就是要改变至今仍普遍存在的学生被动接受学科知识、大运动量反复操练的学习方式,倡导学生积极主动的学习。在这其中,艺术设计教育作为创新教育的一个重要学科,让学生“发现问题,提出问题,到解决问题”之能力的培养就显得尤为重要。笔者认为现在工业设计专业教学组成与模式及与此相对应的专业基础设计课程的开设对学生的创造性思维培养课程的比重过少。在实际教学中学生对创作、设计概念理解过多趋向于理性因素的思考,忽略了感性因素对自身启发设计方案;因此学生对自身潜能的挖掘不够,直接影响到学生在后续的《专题设计》、《产品设计》、《创新设计》等课程中提出的关于:设计的问题、设计可能、设计的可行性、设计方案等内容往往都变得雷同单一。
A new round of national basic education curriculum reform is an important and specific goal is to change the still ubiquitous students passive acceptance of subject knowledge, repeated exercise of large amount of exercise learning and advocate students to take the initiative to learn. In this one, art design education as an important discipline of innovation education, so that students “to find problems, ask questions, to solve the problem ” ability to train is particularly important. The author believes that now the industrial design teaching composition and pattern and corresponding to the establishment of the professional basic design courses to students’ creative thinking training course is too small. In the actual teaching, students’ thinking of creation and design concept tend to be rational factors, ignoring the inspirational design of perceptual factors. Therefore, the students’ lack of excavation of their own potential has a direct impact on students’ follow-up “thematic design” “Product Design”, “Innovative Design” and other courses proposed on: design issues, design possibilities, design feasibility, design and other content often become the same.