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这篇文章的论点是,设计课程从根本上讲是在设计工作的构想和试验以及对其结果检验和评价等方面全面训练学生;职业生涯错综复杂的要求则是第二位的,由职业本身去控制和检测。这是持整体论观点的教育者的认识。从实际出发的设计工作者的看法则相反,他们认为设计课程主要是为学生的职业生涯做准备,传授他们各种能力,技术知识和实际胜任能力,以便学生毕业后可以马上就业;设计上捉摸不定的各种要求却是第二位的,通过时间、经验和运气而获得。这篇文章坚持认为设计工作是一个修辞式和诠释性的过程,因此总是需要承认学生和指导教师的相互契合并为之提供条件。设计课程需要彻底授权给学生——获取自信、增强自我修养、培养想像和创造能力,以及促进思维的丰富性和行动的敏捷性。文中既提供了设计工作作为一种修辞式实践的例子,也举出了与运用语言文字并行的、作为劝说模式的绘图所起的角色的例子。
The argument in this essay is that design courses fundamentally teach students comprehensively in the design and testing of design work, as well as in the testing and evaluation of their results; the career complex requirements are second to none by profession itself Control and testing. This is an educator who holds the holistic view. Instead, designers actually think they are designed primarily to prepare their students for careers, to teach them various abilities, technical know-how and practical competencies so that students can be employed immediately after graduation; The uncertain requirements are second to none, obtained through time, experience and luck. This article insists that design work is a rhetorical and interpretive process, so there is always a need to acknowledge the mutual conformity and availability of students and instructors. Design courses require full empowerment of students - gain self-confidence, enhance self-discipline, develop imagination and creativity, and promote the richness of thinking and the agility of action. The article provides both design work as an example of rhetorical practice and an example of the role of drawing as a persuasion pattern in parallel with the use of language.